UrFU First Vice-Rector for Economics and strategic development Daniil Sandler on the key stages in the history of the university: isolation, restructuring and new expansion

- Daniil Gennadievich, how would you draw the trajectory of the development of the Ural Federal University?

Ural Federal University was established by decree of President Medvedev in October 2009. Since 2010, we have begun autonomy: we switched to the format autonomous institution before that the university was budget institution- lived on a budget. It would seem that this is just an accounting feature, but this unusual economic freedom showed a lot: on the one hand, it allowed us to earn money, but on the other hand, it loaded us with great responsibility. Thus, since 2010, the university has been gradually acquiring the awareness of freedom, the ability to use it, acquiring the awareness that it is responsible for its plans and for its achievements. This can often be underestimated, they say, why does a university need autonomy? In Soviet times, he worked perfectly, produced brilliant shots, conducted research, but there was no real autonomy. I note that autonomy allows you to build the future: it allows the university to look ahead, independently set priorities, change its organizational structure, change the direction of training.

At first, the conquest of autonomy was expressed in isolation: from the founding ministry, from others. We were building borders and at some point suddenly discovered that on the territory of the university there are a lot of entities that are not related to university life - from children's city sports schools before commercial enterprises. Over time, we incorporated some of them into the structure of the university, parted with some - everything gradually formed into a system. That is, during this period, the university not only realized its own independence, but also put things in order. Including we closed the directions where it was too easy to study. For example - the faculty of accelerated learning. We wanted to raise the bar for education at a federal university. And, by the way, during that period we significantly reduced the number of students. It was not easy to get into UrFU.

How much has the number of students decreased?

By several thousand: if we talk about the contingent in the minds, that is, consider correspondence students on an equal footing with full-time students (usually in university mathematics, a correspondence student is considered one tenth of a full-time student), then the contingent has decreased by about ten thousand students. The enrollment of part-time students has dropped significantly, by the way, this is a general policy: in some areas, the Ministry of Education either does not recommend distance learning or directly prohibits it.

- Probably, they cut not only students, but also teachers?

Yes, it was a period of reduction not only of students, but also of teachers. The average ratio then was one teacher to ten students. The peak of this process occurred in 2012-2014. But now this stage of isolation has ended, and we are starting to open up again - a new stage of expansion is beginning.

The compression trend, by the way, ended a few years ago around the world: size began to matter again, the world's best universities began to grow. In 2010, we positioned ourselves as a very large university - that's what we thought then, and now we look at the world's top 100 universities and see that we are a big university only in the segment of medium-sized universities. Because the best large universities are 80 thousand students each! And we have, if we count in our heads, about 35 thousand.

- Isn't it more efficient to focus on super-quality education in small volumes?

A large university is interdisciplinary. Because this is the modern world: biomaterials for current conductors, new materials in medicine - all this is not conceived in one narrow direction, all this requires interdisciplinary knowledge. Even if you have entered a particular field or are a researcher in a narrow subject area, say, in chemistry or physics, then at events or just in the corridors of a large university you meet with, say, philosophers, mathematicians, economists. Moreover, not only knowledge is important, culture is important: chemists and mathematicians should not so much know other people's subject areas as be able to understand each other. This is not easy: say, chemists and mathematicians or physicists and lyricists are people of very different mindsets. And in the modern world, constant and deep communication between them is necessary. And only in a large interdisciplinary university, at a time when a person is still being formed and open to the world, can these different cultures be seen and understood.

You, as a mathematician, can go to a lecture in chemistry, if you are an engineer, you can go to a lecture in rhetoric. And these will be lectures not by home-grown specialists, but by international professionals. When I was a student, I had to go to another university to touch another culture. And I did it - but it was not so easy. And now, if you are a student of UrFU, you have access to the entire spectrum of world knowledge at the highest level. In a large university, the transition of a student from one world to another is much easier than it is in the case of individual universities. In particular, this is embodied in such an instrument as the Minor. Minors are educational programs specially designed to give students knowledge and competencies in areas that differ from the main field of study. Important feature is that when professors prepare such a module-minor, they initially strive to make it interesting and exciting for a wide range of students, and not just for students with specialized training.

By the way, we also directed extracurricular activities in a peaceful direction. A large university has always given a student the opportunity to realize their hobbies and interests - in sports, in the construction brigade movement, in teaching languages, in building communities. But now the Union of Students, with our support, has created a system that allows a student's achievements in extracurricular almost personal-social life to be part of his portfolio. His achievements as a leader of some circle, group or just an active participant in events are documented and rated. On the one hand, students virtually compete with each other, it's like a game. But, on the other hand, this game has a serious ending: it allows you to involve the student in promoting his social and communication skills, documenting his social achievements and presenting them to the employer: I am a leader, I can!

- Does the new expansion require new restructuring?

It requires further development of autonomy. The university is a huge collective, but not a homogeneous one: it consists of specific academic collectives, which also need autonomy for their development. We, the administration of UrFU, give them this autonomy - this applies to both economic and academic life. By the way, oddly enough, the formation of the academic autonomy of departments takes much more time. It is easier to give economic independence: in this case, we given to the university we can translate autonomy to a lower level. The economic risk that a particular academic team takes on is quite easy to control - how much they have earned, they can lose as much. But this is not the case with academic life: educational and scientific standards imply a high level of state control for their execution, and the educational license is given to the university as a whole, and if some academic team suddenly fails to demonstrate a convincingly high level, then the reputation of the entire university suffers.

- And at what level is this autonomy given to structural units?

Since we do not want to break up into small specific principalities, we are forming large interdisciplinary schools. Key Concept here are strategic academic units, there are five of them in UrFU: New Industry Engineering School, Institute of Natural Sciences and Mathematics, Institute of Radioelectronics and information technologies-RTF, Ural Humanitarian Institute and School of Economics and Management. All this is fundamentally different from the former faculty structure. In total, before the merger, UPI and USU had under thirty faculties: 24 subject and several specific departments. Philologists, historians, sociologists, mathematical economists, engineer economists, just economists - these were all subject areas that are too narrow in today's understanding.

But the new autonomy is also relevant for small teams. We have the concept of “competence centers”, in which researchers can unite both on the basis of laboratories and, again, on an interdisciplinary basis, and we support their independent academic activities from centralized funds. Now the university has 76 competence centers: 20 research centers, 31 research laboratories and 25 research groups.

Moreover, we have a certain autonomy - here we are still at the very beginning of the path - educational programs acquire when the head of the educational program himself forms the teaching staff to work with students. At the same time, such a leader is not necessarily an official such as the head of the department. In my opinion, this is an important innovation, because administrative boundaries are being erased, the program manager can invite practitioners to the team, among other things.

On the issue of funding and autonomy: with the advent of Ural Federal University, the term "endowment" appeared in the Ural media space - a trust fund at the university, which is formed from donations from partners and graduates. Tell us how it works now?

Our endowment is quite modest - 75.5 million rubles. There are much richer examples in the country - for example, the MGIMO endowment exceeds 1.5 billion rubles. The annual budget of our university is about 8 billion, and the income from the endowment is 7.8 million rubles. in year. It would seem that quite a bit, but, as I always emphasize, this is smart money, it allows you to support long-term projects that might not exist without this money. For example, the National Prize in Applied Economics, conferences of young scientists... What about the holiday tradition for graduates? We started to arrange a big holiday for graduates in fat years - in 2010-2011. And then the years of the economic crisis came, and the hand often reached out to stop these expenses: their necessity is not obvious, in many universities there is no such big holiday on the occasion of the graduation of students. But the graduates did not allow to close this holiday, and now it is already at least half funded from the endowment. It turns out that the main benefit of the endowment is the creation of new university traditions, moreover, such as the university and its surrounding community desires, and not in accordance with how much we can allocate funds from the budget.

- Expansion implies extensive expansion of borders?

- But the university's partnership with enterprises is a long history!

Of course, there are traditional forms, such as basic departments - and we are still opening basic departments in advanced enterprises. But this form alone is no longer enough. An inefficient way is when we take a university researcher and tell him that enterprises want you to teach this and that - it is useless and unnecessary: ​​he himself knows what and how to teach, because he himself conducts specific research. But this does not mean that it is not necessary to teach what the enterprises want - it is necessary to invite the enterprise to the territory of the university and involve it in the educational process - this is the most effective. Therefore, we will actively involve practitioners in conducting special courses and master classes. Of course, we have to ease their "road" to the university - this should be a well-functioning and comfortable procedure, but for now there is a lot of bureaucracy here. But in general, the period of bringing new knowledge to the university from outside has begun.

That is why the key topic for us for the next two years is the development of project-based learning. We are not talking about individual elements that allow the student to check the theoretical knowledge gained in production from time to time - such opportunities really have always existed, but we are building a full-fledged didactic system within which the acquisition of new knowledge, the development of practical competencies and constant communicative activity are closely intertwined. We organically develop this approach from the first-year project, when the student himself makes a specific project in his specialty, to senior-year projects that last for several semesters, in which professional practitioners from the real sector are involved - this is what the university is betting on. We believe that the project approach will provide today's students with an up-to-date level of knowledge, and tomorrow's graduates - successful employment.

Behind last years holdings acquired their own corporate universities and colleges. Are they ready to cooperate with you?

Indeed, such a situation occurs, because now some holdings are going through their period of isolation. But many already today understand that the period of isolation in the world is over, and we need to start making friends and pool resources on transparent basis. This is the inevitable path.

On the other hand, we now have someone to deal with. Previously, at a large enterprise, the only counterparty for us was the personnel department, which has a lot of its own inner work, but now there are centers that, apart from educational tasks, have no other work - these are our partners. Of course, such a partner also lays claim to its own recognition, besides, corporate universities today are not limited to corporate software, but also lay claim to public finances. But we believe that we are strong enough to enter into cooperation with these centers. And in the end everyone wins. We have examples of such cooperation: together with the international consulting company McKinsey and the United Machine Building Plants group, we are running the Model Factory lean manufacturing”, with Uralvagonzavod we organized and held engineering design competitions according to the WorldSkills system, etc.

- You also mentioned cooperation with other universities: what is it expressed in?

Now a network form of work is being introduced: we cooperate with other universities, and they share their advanced knowledge with our students. By the way, now our graduate and colleague Vasily Tretyakov, who dealt with issues of open education at UrFU, headed the federal structure "University-2035", which will train personnel for the digital economy. In my opinion, this is a good recognition of our achievements in the formation of a new open educational environment, since our graduates are now leading this movement in the country. Let me remind you that within the framework of the project “Modern digital educational environment in Russian Federation» we occupy a leading position, 28 of our courses are now open on the National platform for open education - about 150 thousand students have already taken advantage of them. Today, coming to the National site, a student gets access to the eight best universities in the country - UrFU, HSE, St. space, and then a student, entering us at the Ural Federal University, will actually study at several of the best universities in the country, and in the future - in the world.

- Do the available technical capabilities allow such work to be carried out?

This is an expensive pleasure. In general, the focus of costs today is inevitably shifting from the costs that we are all used to, say, remuneration of teachers, to investments in infrastructure, in particular, in IT services. Without it further development impossible: the university is moving towards the format of an infrastructure platform, and this is an infrastructure of different types.

Already today we generously include on-line elements in face-to-face training. This is also very important from the point of view of the real life schedule of a modern student: well, do not chain him to a desk! Yes, there are universities that control whether a student came to class or not, and if he did, what he does, whether he sleeps at lectures, and so on. Even ideas were circulating to create special wallpapers for classrooms that would not transmit a signal to a cell phone ... But you just have to admit: yes, the schedule of today's student is very different from the schedule of a student even twenty years ago. Today's student travels abroad for summer and winter school, he is involved in a specific project, where he earns money and gets a qualification. And online resources allow us to take into account this inevitable fact that a student does not go to school from 8:00 to 17:00, as they went to the factory in Soviet times. Today, the student is distracted by other, but no less useful projects for his development, and rather than deal with this, it is better to create an opportunity for him to manage his schedule. It has long become the norm for many world universities that a lecture can be listened to remotely. There is no opportunity to attend the class - you turn on the computer and listen to the teacher's lecture in real time, and then ask him questions. Therefore, we carefully encourage teachers who allow students to connect to their lectures virtually and engage in dialogue. Yes, the teacher focuses on those students who came to the classroom - and they get the maximum effect from the lesson, but let those who connected remotely also be able to participate in the conversation.

On international cooperation: today the geopolitical situation is not easy, Russia has a heated diplomatic confrontation with the European Union and the United States - how does this affect your work?

Our vector is development. Another thing is that we are also thinking about territorial markets, we need to diversify our partnerships. When it comes to working with European universities, the partnership is becoming more pragmatic: we now know better what we want from them, we understand better what they want from us. Work is underway here, for example, the university won the competition for participation in the European academic mobility program "Erasmus + Credit Mobility" for 2017-2019 - according to it, we work with universities in Spain, Portugal, Hungary, Croatia, Denmark and the Czech Republic.

On the other hand, we are looking intently, like our government, to the East. First, our cooperation with China is developing very well. And, in particular, for the first time we received a license from the Ministry of Education of the PRC to open the Ural Institute together with the North China University of Water Resources, where there will be 4 bachelor's programs and up to 400 Chinese students will study. Let me emphasize that this is not just an exchange of students, this is institutional cooperation, it is very important. This is just the first step, and I'm sure others will follow. Secondly, we fruitfully cooperate with the Al-Farabi Kazakh National University - we recently signed a declaration on the creation of the international scientific and educational consortium "Green Bridge through Generations"; we also work with educational institutions in Mongolia and other countries.

In total, we now have about 2.4 thousand foreign students, their importance is growing every year: at the end of 2016, the share of foreigners was 6.7% of the total number of students, at the end of 2017 - already 8.3%. The number of educational directions for foreign students is also growing, now the university has 22 master's and 19 postgraduate educational programs in English.

- What are your priorities in the upcoming admissions campaign?

We offer a unique number of state-funded places for the country - 6651 places are planned for 2018, and this traditionally allows us to attract talent from all over the Ural-Siberian region, besides, as I said, we are spreading our influence further.

Today, our emphasis is shifting towards the magistracy: out of 6651 state-funded places, 2397 are at the master's level. The goal is for graduates of other universities to study in our master's program. When a student, having completed his bachelor's degree in, say, Magnitogorsk, Chelyabinsk or Tomsk, comes to us to study for a master's degree. By the way, this is a completely different student - an adult; not without reason the second meaning of the word "bachelor" (bachelor) is a bachelor, but the master already had the right to marry. It would seem that such students already exist. But in order to put this process systematically, we need not ten or twenty, but hundreds and thousands of such students in order to form a critical mass. This is not an easy process, it requires the formation of an environment - real academic mobility. Obviously, it is impossible to form this phenomenon without partnership with other universities.

This process is well stimulated by the growing student Olympiad movement. It would seem, well, the students gathered, competed, who is better at solving what tasks - what's wrong? In fact, they form their own human capital during these competitions: those who participated felt someone else's level of knowledge and skills, saw other universities, showed themselves - thus they activated their potential mobility.

Are students and other universities ready for this process? It seems that the model is rooted in the minds of the majority that once you enter the university, you need to finish it “to the end”. How do you see it?

In general, it is very cool when a student at school aims to enter a specific department. Then he finished it and stayed there. We protect such chains: we go to schools and look for talented students there. But this is a very expensive tool: here we are teaching a hundred bachelors, so that only ten of them go to the magistracy, and then only one remains in the department. In addition, this tool is at significant risk - other universities are actively poaching stars from this chain. And not just others - we conducted research: such a talent is four times more likely to move abroad than chooses a domestic university. Therefore, we are now negotiating with leading universities how we will promote the growth of these stars within us so that they can move territorially, but at the same time remain within the pool of leading Russian centers. Yes, on the one hand, universities do not want to give away their best graduates and students, but, on the other hand, universities have begun to understand that their crops are an extension of their influence on the academic environment. There is only one way out - to integrate into the emerging space, and whoever integrates first will receive more bonuses.

Such mobility requires a developed social infrastructure. Are universities ready in this sense for the growth of real academic mobility?

You probably know that we have planned and are implementing large-scale construction projects: we recently completed a large 16-storey hostel at Komsomolskaya-70, we are building the second stage next to Fonvizina-8, almost four years ago we opened a ten-storey hostel at the intersection of Komsomolskaya and Malysheva; together with OMZ and McKinsey for the joint project that I have already mentioned, we built the Model Factory - this is a large infrastructure facility: it has two modules - industrial and office; Our pool has been in operation for six years. The plans include the construction of the UrFU ice arena and other facilities. We are working on them, these are all very slow projects, and besides, a lot here depends on the general federal policy.

But this is not the main solution. The fact is that in a smart city - and we will inevitably come to this - borders must melt. In fact, Yekaterinburg has enough infrastructure for both student accommodation and other purposes. The catch is that today all this infrastructure is multi-departmental. After all, we know that, say, a neighboring university or college has free places in a hostel, that the Academy of Sciences has the opportunity to accept our students for laboratory classes, and so on. Moreover, no one consciously wants to lock themselves in their kingdom, but so far legal regimes have restrained the free exchange of these resources. But I think that in the next two years there will be a breakthrough here, and we will begin to use each other's resources more freely and more mutually beneficial.

Private investors are also coming. Yes, while we are not waiting for a private investor to build us a full-fledged campus, but there are, for example, investors who have invested in hostels - and they really want to provide services to our students. Of course, we will build cooperation with them. In general, I am sure that, especially in the new period in the life of our country, we realize that it is much easier to make departmental boundaries transparent than for each department to build up its own infrastructure. And as a result, we will form a regional ecosystem with the appropriate infrastructure.

Rumyantsev Sergey Alexandrovich, was born on May 3, 1974 in Rostov-on-Don. In 1997 he graduated from the Rostov State Medical University with a degree in pediatrics (diploma with honors). From 1997 to 1999 studied in clinical residency in pediatrics at the Department of Children's Diseases No. 1 of Rostov State Medical University. Actively engaged practical work- worked as an anesthesiologist-resuscitator at the City Hospital No. 20 of Rostov-on-Don, an allergist-immunologist at the Regional Children's Clinical Hospital of Rostov-on-Don.
In 1999–2002 studied full-time postgraduate studies in hematology and blood transfusion at the Research Institute of Pediatric Hematology of the Ministry of Health of the Russian Federation, was a researcher at the Laboratory for the Regulation of Hematopoiesis, Department of Molecular Hematology of the Research Institute of Pediatric Hematology of the Ministry of Health of the Russian Federation.
From 2002 to 2005 In 2005-2013, he worked as the head of the department of information technology and epidemiology of hematological and oncological diseases of the State Institution "Research Institute of Pediatric Hematology" of the Ministry of Health of the Russian Federation, in 2005–2013. – Head of the Department of Molecular and Experimental Hematology, Oncology and Immunology of the Federal State Institution “Research Institute of Pediatric Hematology” of the Russian Federal Health Service (now the Federal State Budgetary Institution “FNKTs DGOI named after Dmitry Rogachev” of the Ministry of Health of the Russian Federation). In 2013–2015 worked as a deputy director for scientific and educational work, director of the Higher School of Molecular and Experimental Medicine of the Federal State Budgetary Institution "FNKTs DGOI them. Dmitry Rogachev" Ministry of Health of the Russian Federation.
Since 2003, he was in charge of the laboratory for monitoring the number and viability of stem cells, and from 2008 to 2009, the laboratory of stem cells and cell technologies of the Stem Cell Bank of the Moscow Healthcare Department.
Since 2004, he has been an assistant, since 2005, an associate professor, and since 2009, a professor at the Department of Clinical Hematology, Oncology and Immunopathology with a course in outpatient and social pediatrics at the Faculty of Postgraduate Medical Education of the Russian State Medical University (since 2010, the Department of Oncology and Hematology of the Pediatric Faculty Russian National Research Medical University named after N.I. Pirogov). From 2012 to the present - head of this department. From 2013 to the present, he is also the head. Department of Translational and Regenerative Medicine, Faculty of Biological and Medical Physics, Moscow Institute of Physics and Technology ( State University)».
In 2015–2016 held the position of the Federal Civil Service - Director of the Department of Science, Innovative Development and Management of Medical and Biological Health Risks of the Ministry of Health of the Russian Federation.

SCIENTIFIC ACTIVITY

In 2002 he defended his Ph.D. thesis on the topic “The effect of G-CSF on the cellular composition of blood and bone marrow in humans”.
In 2007, he defended his doctoral dissertation on the topic "Hematopoietic stem cells from umbilical cord and peripheral blood in children (characterization, processing and modeling of biological properties for clinical use)".
In 2010 he received the title of professor in the specialty 14.01.21 - hematology and blood transfusion
In 2015 he was awarded the honorary title "Professor of the Russian Academy of Sciences"
In 2016 he was elected a corresponding member of the Russian Academy of Sciences
Over the entire period of work, more than 300 scientific papers have been published, including 15 monographs, 51 publications in journals included in international citation databases (Web of Science, Scopus, PubMed, etc.), 6 patents, 2 doctoral and 14 master's theses were protected under supervision .
He is a member of the Academic Council of the Federal State Educational Institution of Higher Education Russian National Research Medical University. N.I. Pirogov of the Ministry of Health of the Russian Federation, a member of the Academic Council of the Federal State Budgetary Institution "FNKTs DGOI them. Dmitry Rogachev" of the Ministry of Health of the Russian Federation, a member of the dissertation council in hematology and blood transfusion at the Federal State Budgetary Institution FNKTs DGOI them. Dmitry Rogachev of the Ministry of Health of the Russian Federation, a member of the dissertation council in hematology and blood transfusion at the Federal State Budgetary Institution Hematological Research Center of the Ministry of Health of the Russian Federation, a member of the editorial board of the journals Russian Journal of Pediatric Hematology and Oncology, Oncohematology, AG-info, Frontiers in Genetics ( Review Editor).

AREA OF SCIENTIFIC INTEREST

Molecular hematology and oncology, molecular and cellular immunology, cell technologies, transplantology, infectious immunology, developmental biology, bioengineering

Coordination and control within medical activities the following structural divisions:

• Separate structural subdivision "Research Clinical Institute of Pediatrics named after academician Yu.E. Veltishchev"
• detached structural subdivision"Republican Children's Clinical Hospital"

Page content

Date and place of birth:

Family status:

married, has an adult daughter.

Education:

1981 - 1985 - Yaroslavl Higher Military Financial School. A.V. Khruleva

• Speciality: financial support and financial control economic activity troops
• Qualification: economist-financier

1990 - 1993 - Military Finance and Economics Faculty at the State Finance Academy

• Specialty: finance and military economics
• Qualification: economist - financier

1994 - 1995 – Adjuncture of the Military Finance – Faculty of Economics at the Financial Academy under the Government of the Russian Federation

1996 - 1997 – Postgraduate studies at the Financial Academy under the Government of the Russian Federation.

Academic degrees and titles

1997 - Candidate of Economic Sciences

2003 - associate professor at the department economic analysis and audit

2006 - Doctor of Economic Sciences

2009 - Professor at the Department of Economic Analysis and Audit

Professional activity

• 1985 - 1990 - Head of the financial service of military units of the Military - space forces Russia (Baikonur Cosmodrome)
• 1990 - 1993 - Student of the Military Finance and Economics Faculty at the State Finance Academy
• 1994 - 1995 - Adjunct of the Military Finance and Economics Faculty at the Financial Academy under the Government of the Russian Federation
• 1995 - 1996 - Head of Department, Chairman of the Board of the Russian-German auditing company Rusaudit Dornhof, Evseev and Partners GmbH
• 1996 - 1997 - postgraduate student of the Financial Academy under the Government of the Russian Federation (in absentia)
• 1997 - 2007 - CEO auditing firm CJSC "Unifin Ltd"
• 1997 - 2007 - Senior Lecturer, Associate Professor, Professor of the Department of Economic Analysis and Audit of the Financial Academy under the Government of the Russian Federation (part-time)
• 2007 - 2009 - Head of the Department "Economic Analysis and Audit" of the Financial Academy under the Government of the Russian Federation
• 2010 - 2012 - Head of the Department "Audit and Control" of the Financial University under the Government of the Russian Federation
• Since 2012 - Vice-Rector for Strategic Development of the Financial University under the Government of the Russian Federation

Research activities

Sphere of scientific interests - application of the concept of intellectual capital in the theory and practice of managing commercial organizations and universities, methodology accounting, economic analysis, audit and evaluation; problematic issues legal regulation, accounting and audit of intangible assets of commercial organizations and universities; the financial analysis in audit; development of a system of financial analysis indicators: integral and local indicators; assessment of the effectiveness of public financial control.

Provides scientific guidance to dissertations of graduate students, scientific consultant of a doctoral student. Member of the editorial board of the scientific and practical journal "Auditor". Author of more than 80 scientific publications - monographs, textbooks, articles created over the past 20 years both by him personally and in co-authorship - with a total volume of over 420 printed sheets, including:

1. Financial analysis - economic activity research (test) ranges (centers) of the Military Space Forces of the Russian Federation in market conditions (1993)
2. Audit: financial analysis. Monograph (1998)
3. Economic and legal foundations of analysis and control joint-stock companies industry (1998)
4. Joint stock companies of industry: analysis and audit. Tutorial(1998)
5. Reforming audit as an activity (2001)
6. State financial control and the effectiveness of financial audits. Study Guide (2003)
7. Using the Concept of Intellectual Capital in Business Valuation Methodology (2003)
8. The problem of finding an integral criterion for assessing the activities of a firm (business) (2004)
9. Business risks: methods of accounting, forecasting and management in modern conditions(2004)
10. Value added as an indicator of the current financial result activities of the firm based on the concept of business intellectual capital (2004)
11. Reducing risks of business intellectual capital based on the real options method (2004)
12. Methodological problemsaccounting, analysis and audit of intellectual capital. Monograph (2005)
13. The internal value of the business as a target integral criterion for assessing the activities of the company (2005)
14. nature and economic entity intellectual capital (2006)
15. Intellectual capital: analysis, accounting, evaluation. Study Guide (2006)
16. Accounting model for accounting for the components of intellectual capital (2007)
17. Value added theory based on the concept of intellectual capital (2007)
18. Innovative methodology for managing a firm's business (2007)
19. Human Intellectual Capital (2007)
20. Russia's economic strategy based on the theory of surplus value. New Approach based on the concept of intellectual capital (2008)
21. Business valuation methodology based on the concept of intellectual capital (2008)
22. The role of financial and banking systems in innovative development of the economy (2008)
23. Tools for managing investments in intellectual capital under conditions innovative economy(2008)
24. Audit methodology for real intangible assets (2008)
25. Audit of intangible assets commercial organization: legal, accounting and methodological aspects. Study guide (2008)
26. An innovative approach to teaching audit disciplines in the transition to a two-level system of higher education (2009)
27. Scientific school of accounting, business analysis, control and audit. Chapter in the monograph "Financial Academy under the Government of the Russian Federation: history and modernity" (2009)
28. Professional Education of Auditors: Problems and Solutions (2009)
29. Audit. Textbook (FIRO stamp) (2009, 2011)
30. Development methodological problems accounting of non-exclusive rights to objects of intellectual property (2009)
31. Consequences economic crises for the development of audit activities (2010)
32. The subject and methodology of information-intellectual business analysis. Chapter in the monograph "Methodology for analyzing the results of operating and financial - investment activity business entities” (2010)
33. Development of audit and financial control during crises and post-crisis period (2010)
34. Innovative Processes in Auditing: Traditions of the Scientific School of the Financial University(2010)
35. Fundamentals of audit. Textbook (2010)
36. The concept of intellectual capital as the basis of the state tax policy in information society(2011)
37. Modern Audit: Problems and Solutions (2011)
38. Evaluation, control and management of the intellectual potential of a research university. Monograph (2011)
39. Business Audit: Theory and Methodology Issues (2011)
40. Audit: international experience and Russian practice:Study guide (2009, 2010, 2011)
41. Research University as strategic direction development of higher education (2012
42. Role research universities in the formation of a single pan-European educational and research space (2012)
43. Performance audit in the field of national defense (2012)
44. Business audit. Practice and development problems: monograph (2013)
45. Business audit as a strategic direction for the development of audit activities (2013)
46. Business Audit: The New Concept of the XXI Century (2014 G .)
47. Intellectual capital audit methodology (2014)
48. Formation and development of strategic audit (2014)​

• Member of the working body of the Audit Council under the Ministry of Finance of the Russian Federation
• Member Self-regulatory organization auditors of the Non-Commercial Partnership"Audit Association Commonwealth"
• Member of the international public organization"Guild of Financiers"

Awards and honorary titles

• Medal of the Presidium of the Armed Forces of the USSR "70 years of the USSR Armed Forces" (1988)
• Medal of the Presidium of the Federation of Cosmonautics of the USSR "30 years of the flight of Yu.A. Gagarin" (1991)
• Medal of the Minister of Defense of the USSR "For Impeccable Service" III degree "(1991)
• Medal of the State Committee of the Russian Federation for higher education"For the best scientific work» (1993)
• Medal of the Organizing Committee of the All-Russian Congress of Accountants and Auditors "For high professionalism in the field of accounting and auditing" (2008)
• Winner of the all-Russian competition "The best economic department in 2010" in the nomination "Accounting, analysis and audit" (2010)
• First Prize "Sapphire" for the best literary work about finance and financiers in the nomination "Discipline of the Treasury" (2013)
• Gratitude of the Government of the Russian Federation (2014)​