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Vice-rector for strategic development. Vice-rector for strategic development and practice-oriented education

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 completed training in clinical residency in the specialty of pediatrics at the Department of Pediatric Diseases No. 1 of Rostov State Medical University. He was actively involved in practical work - he worked as an anesthesiologist-resuscitator at the City Hospital No. 20 of Rostov-on-Don, as an allergist-immunologist at the Regional Children's Clinical Hospital of Rostov-on-Don.
In 1999-2002 studied in full-time postgraduate study in the specialty of hematology and blood transfusion at the Research Institute of Pediatric Hematology of the Ministry of Health of the Russian Federation, was a research associate of the Laboratory of Hematopoiesis Regulation, Department of Molecular Hematology, Research Institute of Pediatric Hematology, Ministry of Health of the Russian Federation.
2002 to 2005 In 2005-2013 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. - Head of the Department of Molecular and Experimental Hematology, Oncology and Immunology of the Federal State Institution "Research Institute of Pediatric Hematology" of the Federal State Budgetary Institution "Federal Research Center for Children's Hematology named after Dmitry Rogachev" of the Ministry of Health of the Russian Federation. In 2013–2015 worked as deputy. Director for Research and Academic Affairs, Director of the Higher School of Molecular and Experimental Medicine of the Dmitry Rogachev "Ministry of Health of the Russian Federation.
Since 2003, he was in charge of the laboratory for control of the number and viability of stem cells, and from 2008 to 2009 - the laboratory of stem cells and cell technologies of the State Institution "Bank of Stem Cells" of the Moscow Department of Health.
Since 2004, he was 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 polyclinic and social pediatrics at the Faculty of Advanced Training for Doctors of the Russian State Medical University (since 2010 - Department of Oncology and Hematology of the Pediatric Faculty Pirogov Russian National Research Medical University). From 2012 to the present - the 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 post of the Federal Civil Service - Director of the Department of Science, Innovative Development and Management of Biomedical Health Risks of the Ministry of Health of the Russian Federation.

SCIENTIFIC ACTIVITY

In 2002 he defended his Ph.D. thesis on the topic "Influence of G-CSF on the cellular composition of human blood and bone marrow."
In 2007 he defended his doctoral dissertation on the topic “Hematopoietic stem cells of umbilical and peripheral blood in children (characterization, processing and modeling of biological properties for clinical use)”.
In 2010 he received the title of professor in 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 works have been published, including 15 monographs, 51 publications in journals included in international citation databases (Web of Science, Scopus, PubMed, etc.), 6 patents, under the supervision of 2 doctoral and 14 candidate dissertations ...
He is a member of the Academic Council of the Federal State Educational Institution of the Russian National Research Medical University named after V.I. N.I. Pirogov of the Ministry of Health of the Russian Federation, a member of the Academic Council of the FSBI "FNKTS DGOI them. Dmitry Rogachev "of the Ministry of Health of the Russian Federation, a member of the dissertation council in the specialty of hematology and blood transfusion at the FSBI FNKTS DPOI named after Dmitry Rogachev of the Ministry of Health of the Russian Federation, a member of the dissertation council in the specialty of 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 INTERESTS

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

Coordination and control within the medical activities of the following structural units:

Separate structural unit "Scientific Research Clinical Institute of Pediatrics named after Academician Yu.E. Veltischev"
Separate structural unit "Republican Children's Clinical Hospital"

First Vice-Rector of UrFU 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 outline the development trajectory of the Ural Federal University?

Ural Federal University was established by decree of President Medvedev in October 2009. Autonomy began in 2010: we switched to the format of an autonomous institution, before that the university was a budgetary institution - it lived according to an estimate. It would seem that it is just an accounting feature, but this unusual economic freedom has shown a lot: on the one hand, it allowed us to earn money, but on the other hand, it loaded us with great responsibility. So, since 2010, the university has gradually acquired an awareness of freedom, the ability to use it, acquired the awareness that he himself is responsible for his plans and for his achievements. This can often be underestimated, they say, why does the university need autonomy? In Soviet times, he worked great, produced brilliant personnel, conducted research, but there really was no autonomy. I would like to note that autonomy allows building the future: it allows the university to look ahead, independently set priorities, change its organizational structure, and 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 there are a lot of entities that have nothing to do with university life on the territory of the university - from children's city sports schools to commercial enterprises. Over time, we incorporated some of them into the structure of the university, with others we parted - everything gradually developed into a system. That is, during this period, the university not only realized its own independence, but also put things in order. Among other things, we closed areas where it was too easy to learn. For example - the faculty of accelerated learning. We wanted to raise the bar for studying at a federal university. And, by the way, during that period we significantly reduced the number of students. It became not easy to get to UrFU.

- How much has the number of students decreased?

By several thousand: if we talk about the contingent in their heads, that is, counting part-time students on a par with full-time students (usually in university mathematics, part-time students are counted as one-tenth of a full-time student), then the contingent has decreased by about ten thousand students. The admission of part-time students has dropped dramatically, by the way, this is a general policy: in some areas, correspondence courses are either not recommended by the Ministry of Education or explicitly prohibited.

- 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 was then one teacher to ten students. This process peaked in 2012–2014. But now this stage of separation is over, and we are starting to open up again - a new stage of expansion begins.

The compression trend, by the way, ended a few years ago all over 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 - this is what we thought then, but now we look at the world's hundred best universities and see that we are a large university only in the segment of medium-sized universities. Because the best large universities have 80 thousand students each! And we have, if you count in your heads, about 35 thousand.

- Isn't it more effective to focus on super-quality education on a small scale?

A large university is interdisciplinary. Because this is the modern world: biomaterials for current conductors, new materials in medicine - all this cannot be thought of in one narrow direction, all this requires interdisciplinary knowledge. Even if you entered a particular direction or are a researcher in a narrow subject area, say, 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, but be able to understand each other. It is not easy: for example, 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, being a mathematician, are able to go to hear a lecture in chemistry; if you are an engineer, you can go to a lecture on rhetoric. And these will be lectures not by home-grown specialists, but by professionals of the international level. When I was a student, I had to go to another university in order to experience a different 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 in the case of individual universities. In particular, this is embodied in a tool such as a minor. Minors are educational programs specifically designed to provide students with knowledge and competencies in areas other than the mainstream of study. An important feature is that when professors prepare such a minor module, they initially strive to make it interesting and exciting for a wide range of students, and not only for students with specialized training.

By the way, we also directed extracurricular activities into a peaceful channel. A large university has always made it possible for the student to realize their hobbies and interests - in sports, in the construction brigade movement, in teaching languages, in building communities. But now the student union, 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 a circle, group or just an active participant in events are documented and rated. On the one hand, students compete virtually with each other, it’s like a game. But, on the other hand, this game has a serious end: it allows you to engage the student in developing his social and communication skills, to document his social achievements and present them to the employer: I am a leader, I can!

- Does the new expansion require a new restructuring?

It requires further development of autonomy. The university is a huge collective, but not homogeneous: 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, it takes much more time to form the academic autonomy of the subdivisions. It is easier to give economic independence: in this case, we can translate the autonomy given to the university to a level below. It is quite easy to control the economic risk that a particular academic team takes on - how much it earned, so much it can lose. But this is not the case with academic life: educational and scientific standards imply a high level of state control over their implementation, 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 appanage principalities, we form large interdisciplinary schools. The key concept here is strategic academic units, there are five of them at UrFU: the School of Engineering for the New Industry, the Institute of Natural Sciences and Mathematics, the Institute of Radio Electronics and Information Technologies-RTF, the Ural Humanitarian Institute and the School of Economics and Management. All this is fundamentally different from the previous faculty structure. In total, before the merger, UPI and USU had thirty faculties: 24 subject and several specific subdivisions. Philologists, historians, sociologists, economists-mathematicians, economists-engineers, simply economists - these were all subject areas that are too narrow in today's understanding.

But the new autonomy is also relevant for small groups. We have the concept of "centers of excellence" 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 centers of competence: 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 journey - educational programs acquire, when the head of the educational program himself forms the teaching staff to work with students. Moreover, such a leader is not necessarily an official like the head of a department. In my opinion, this is an important innovation, because administrative boundaries are being erased, the program manager can invite to the team, including practitioners.

On the issue of funding and autonomy: with the appearance of UrFU in the Ural media space, the term “endowment” appeared - a trust fund at the university, which is formed from donations from partners and alumni. How does it work now?

Our endowment is rather 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 quite a bit, but, as I always emphasize, this is smart money, it allows you to support long-term projects, which might not exist without this money. For example, the National Prize for Applied Economics, conferences for young scientists ... And the tradition of the holiday for graduates? We started to arrange a big party for graduates in the fat years - in 2010-2011. And then came the years of the economic crisis, and the hand often reached out to stop these spending: 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 this holiday to be closed, 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, such as the university and the surrounding community desires, and not in accordance with how much we can allocate from the budget.

- Does expansion imply an extensive expansion of borders?

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

Of course, there are traditional forms, such as basic departments - and we still open basic departments at leading enterprises. But this form alone is no longer enough. The way when we take a university researcher and tell him is ineffective, they say, enterprises want you to teach this - 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 enterprises want - it is necessary to invite the enterprise to the university territory 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 make it easier for them to get to the university - it should be a well-functioning and comfortable procedure, but for now there is a lot of bureaucracy. But on the whole, the period of attracting 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 from time to time to check the theoretical knowledge gained in production - such opportunities, indeed, have always been, 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 a first-year project, when a 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 relies on. We believe that a project-based approach will provide today's students with an up-to-date level of knowledge, and tomorrow's graduates - successful employment.

In recent years, the holdings have 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 separation. But many already understand today that the period of isolation in the world is over, and it is necessary to start making friends and pool resources on a transparent basis. This is the inevitable path.

On the other hand, we now have someone to deal with. If earlier at a large enterprise the only contractor for us was personnel management, which has a lot of its own internal work, now there are centers that have no other work other than educational tasks - these are our partners. Of course, such a partner also claims its own recognition, besides, corporate universities today are not limited to corporate support, but also claim 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 Lean Manufacturing Model Factory project;

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

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 at UrFU dealt with open education issues, 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 now lead this movement in the country. Let me remind you that within the framework of the project "Modern digital educational environment in the Russian Federation" we occupy a leading place, 28 of our courses are now open at the National Platform for Open Education - about 150 thousand students have already taken advantage of them. Today, when a student comes to the National Platform, a student gets access to eight of the best universities in the country - UrFU, HSE, St. Petersburg Polytech, MIPT and others. A period of expansion begins not only in terms of the growth of the number of our students, but in terms of expanding the university into a new one. space, and then a student, entering our 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 you to carry out such work?

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

We are already generously incorporating online elements into face-to-face training today. 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 the desk! Yes, there are universities that control whether a student came to class or not, and if he did, what he was doing, whether he was sleeping at a lecture, and so on. There were even circulated ideas to create special wallpapers for classrooms that would not transmit a signal to a cell phone ... But you just have to admit: yes, today's student's schedule is very different from that of a student even twenty years ago. Today's student travels abroad to summer and winter schools, he gets 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 a factory in Soviet times. Nowadays, the student is distracted by other projects that are no less useful for his development, and rather than fight this, it is better to create for him the opportunity 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 way to attend a couple - 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 enable 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, diplomatic confrontation with the European Union and the United States is heating up in Russia - 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. If we talk about working with European universities, the partnership is becoming more pragmatic: now we know better what we want from them, better understand what they want from us. We are working here, for example, the university won the competition for participation in the European program of academic mobility "Erasmus + Credit Mobility" for 2017-2019 - according to which we work with universities in Spain, Portugal, Hungary, Croatia, Denmark and the Czech Republic.

On the other hand, we are looking closely, 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 People's Republic of China to open the Ural Institute jointly 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, it is institutional cooperation, it is very important. This is only the first step, and I am sure others will follow. Secondly, we fruitfully cooperate with the Kazakh National University named after al-Farabi - we recently signed a declaration on the creation of an 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 budget-funded places for the country - 6,651 places are planned for 2018, and this traditionally allows us to attract talents 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 budget 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, after completing a 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; it is no accident that the second meaning of the word "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 - for a critical mass to form. This is not an easy process, it requires the formation of an environment - real academic mobility. It is obvious that it is impossible to form this phenomenon without partnership with other universities.

The growing student Olympiad movement stimulates this process well. It would seem, well, students gathered, competed, who will solve what tasks better - what is it? But in fact, they form their human capital in the course of these competitions: those who participated, felt someone else's level of knowledge and skills, saw other universities, showed themselves - thereby they activated their potential mobility.

Are students and other universities ready for this process? It seems that the majority has a rooted model in their heads that once you have entered the university, you have to finish it "to the end." How do you see it?

In general, it is very cool when a student, while still at school, set his sights on entering a specific department. Then he finished it and stayed there. We cherish such chains: we go to schools and there we look for talented students. But this is a very expensive tool: here we teach one hundred bachelors, so that only ten of them go to the magistracy, and then only one remains at the department. In addition, this tool is at significant risk - the stars from this chain are being strenuously lured away by other universities. And not just others - we conducted research: such a talent is four times more likely to then move abroad than a domestic university chooses. Therefore, now we are negotiating with leading universities on how we will facilitate the growth of these stars within us, so that they can move geographically, 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 began to understand that these crops of them are an extension of their influence on the academic environment. There is only one way out - to integrate into the emerging space, and whoever is the first to integrate will receive more bonuses.

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

You probably know that we have planned and implemented large-scale construction projects: recently we completed a large 16-storey hostel on Komsomolskaya-70, next to Fonvizina-8 we are building the second stage, almost four years ago we opened a ten-story hostel at the intersection of Komsomolskaya streets and Malysheva; Together with OMZ and McKinsey, for the joint project that I have already mentioned, we have built an Exemplary Factory - this is a large infrastructure facility: it has two modules - an industrial and an 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, besides, here a lot depends on the general federal policy.

But this is not the main decision. The fact is that in a smart city - and we will inevitably come to this - the boundaries must melt. In fact, there is enough infrastructure in Yekaterinburg both for students' living and for 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 the dormitory, that the Academy of Sciences has the opportunity to accept our students for laboratory studies, etc. Moreover, no one deliberately wants to lock himself in his kingdom, but so far the legal regimes restrain the free exchange of these resources. But I think that in the next two years a breakthrough will take place here, and we will begin to use each other's resources more freely and more mutually beneficial.

Private investors also come. Yes, while we do not expect a private investor to build a full-fledged student campus for us, 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 interaction with them. On the whole, I am sure that, especially in the new period of the life of our country, we realize that it is much easier to make departmental borders transparent than for each department to build up its own infrastructure. And as a result, we will have a regional ecosystem with the appropriate infrastructure.

Page content

Date and place of birth:

Family status:

married, has an adult daughter.

Education:

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

Specialty: financial support and control of the financial and economic activities of the 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 - Postgraduate studies at the Military Finance and Economics Faculty at the Finance 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 of Economic Analysis and Audit

2006 - Doctor of Economics

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 of 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 firm LLC "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 - General Director of the 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 (concurrently)
2007 - 2009 - Head of the Department of Economic Analysis and Audit of the Financial Academy under the Government of the Russian Federation
2010 - 2012 - Head of the Audit and Control Department 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

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

Carries out scientific supervision of dissertation works 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 pp, including:

Analysis of the financial and economic activities of research (test) ranges (centers) of the Military Space Forces of the Russian Federation in market conditions (1993)
Audit: financial analysis. Monograph (1998)
Economic and legal framework for the analysis and control of joint-stock companies of industry (1998)
Joint stock companies of industry: analysis and audit. Study guide (1998)
Reforming audit as a type of activity (2001)
State financial control and the effectiveness of financial audits. Study guide (2003)
Using the concept of intellectual capital in business valuation methodology (2003)
The problem of finding an integral criterion for assessing the activities of a firm (business) (2004)
Business Risks: Methods of Accounting, Forecasting and Management in Modern Conditions (2004)
Value added as an indicator of the current financial performance of a company based on the concept of business intellectual capital (2004)
Reducing the risks of business intellectual capital based on the method of real options (2004)
Methodological problemsaccounting, analysis and audit of intellectual capital. Monograph (2005)
The intrinsic value of a business as a target integral criterion for assessing the activities of a firm (2005)
The nature and economic essence of intellectual capital (2006)
Intellectual capital: analysis, accounting, assessment. Study guide (2006)
Accounting model for accounting for components of intellectual capital (2007)
Value Added Theory Based on the Concept of Intellectual Capital (2007)
Innovative methodology of business management of the company (2007)
Human intellectual capital (2007)
Russia's economic strategy based on the theory of surplus value. A New Approach Based on the Concept of Intellectual Capital (2008)
Business valuation methodology based on the concept of intellectual capital (2008)
The role of the financial and banking systems in the innovative development of the economy (2008)
Intellectual Capital Investment Management Toolkit in an Innovative Economy (2008)
Methodology for auditing real intangible assets (2008)
Audit of intangible assets of a commercial organization: legal, accounting and methodological aspects. Study guide (2008)
An innovative approach to teaching audit disciplines in the transition to a two-tier higher education system (2009)
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)
Professional education of auditors: problems and solutions (2009)
Audit. Textbook (stamp FIRO) (2009, 2011)
Development of methodological problems of accounting for non-exclusive rights to intellectual property (2009)
Consequences of economic crises for the development of audit activities (2010)
Subject and methodology of analysis of information and intellectual business. Chapter in the monograph "Methodology for analyzing the results of operating and financial - investment activities of economic entities" (2010)
Development of audit and financial control during crises and post-crisis period (2010)
Innovative Processes in Auditing: Traditions of the Scientific School of the Financial University(2010)
Fundamentals of auditing. Textbook (2010)
The concept of intellectual capital as the basis of state tax policy in the information society (2011)
Modern audit: problems and solutions (2011)
Assessment, control and management of the intellectual potential of a research university. Monograph (2011)
Business audit: questions of theory and methodology (2011)
Audit: international experience and Russian practice:Study guide (2009, 2010, 2011)
Research University as a strategic direction for the development of higher education (2012.
The role of research universities in the formation of a common European educational and research space (2012)
National Defense Performance Audit (2012)
Business audit. Practice and development problems: monograph (2013)
Business audit as a strategic direction for the development of audit activities (2013)
Business Audit: The New Concept of the XXI Century (2014 G .)
Intellectual capital audit methodology (2014)
Formation and development of strategic audit (2014)

Membership in government and public organizations:

Member of the working body of the Council for Auditing Activities under the Ministry of Finance of the Russian Federation
Member of the Self-Regulatory Organization of Auditors of the Non-Profit Partnership"Auditing Association Sodruzhestvo"
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 Armed Forces of the USSR" (1988)
Medal of the Presidium of the USSR Cosmonautics Federation “30 years 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 Department of Economics 2010" in the nomination "Accounting, analysis and audit" (2010)
First Prize "Sapphire" for the best literary work about finance and financiers in the category "Discipline of the Treasury" (2013)
Gratitude from the Government of the Russian Federation (2014)