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The Russian excellence project, referred to as the 5–100 program, is coming to an end. While it did not accomplish one of its goals to catapult some Russian universities into the top 100 of the global university rankings, the project achieved a number of important objectives. These include internationalization, improved management, and strengthened research infrastructure and productivity. The Russian government is currently considering a new program for university improvement.

This article is devoted to the problems and contradictions that may arise with the implementation of Project 5-100 in the education system of Russia and especially in the Urals and in Siberia. The author focused on three components of the project such as improved requirements for scientific activities, the possibility of a moratorium on the "inbreeding" and the introduction of the category "post-doc. " This article also focuses on issue of unpreparedness of some Russian universities for these large-scale changes which may cause the destruction of scientific potential of the schools. The author of this article analyzes this issue in the example of Tyumen State University because this particular school has gone through the most radical transformation program. The article emphasized that, the development of Ural and Siberian areas is essential thus universities of this region must participate in national and international programs. In this regard in the article, the measures are proposed to adapt to Project 5-100. The analysis of Project 5-100 in this article is viewed with civilization methodological approach and with pursuit of possible dissonance of Anglo-Saxon and Russian cultures. We believe that it is advisable to use the dialectic of Hegel, in particular the "law of negation of the negation" to justify the necessity for the participating universities to go through stages of full development before engaging in Project 5-100. If this rule is violated the deformation of their systems may occur, which could lead to destruction of scientific potentials of these universities. The study used comparative method allowing to correlate the universities of Ural-Siberian region and other territories of Russia and the West. Study sources include two groups: 1) normative acts for the implementation of the project: the Decree of the President of the Russian Federation from May 7, 2012. № 599 "On measures on realization of the State policy in the field of science and education"; Order of the Government from October 29, 2012 No. 2006-r; Program for competitiveness for twenty one universities and adopted "road maps" of fifteen universities; 2) interviews with University officials in the Urals and Siberia, responsible for the reform. The purposes of this article are to identify the most common issues which may arise during the project implementation process for the universities of Ural and Siberian regions, and to justify the need for the formation of additional conditions related to the preservation and augmentation of their intellectual reserve.

The tasks of modernization and development of education and science are of a key importance for the Russian Federation. Despite a number of significant changes in the Russian system of education and science over the last 10—15 years, the best Russian universities still cannot compete with the world leading universities. In 2013, to change this situation the state started one of its most ambitious projects to increase the international competitiveness of Russian universities, which is the project "5—100". Though the need for such projects for the development of science and education is widely acknowledged, the "5—100" has received contradictory estimates of different stakeholders and experts. By 2017, the project approached its half-time line and spent a significant part of its resources, thus, it is time to consider its interim results. Moreover, the today's close attention to the project determined numerous speculations not only in the media but also in scientific articles aiming to assess the project's impact on the Russian system of education and science based on ideological and political judgments. The authors understand and accept all informed judgments but emphasize the importance of evaluating both reasons for such large-scale projects and factors affecting their implementations. A superficial estimate of the project "5—100" leads to the emphasis on its minor disadvantages, which usually hides its less obvious positive sides. Thus, the article focuses on the role of the project "5—100" in the modernization of the Russian system of education and science, considers its different aspects, and identifies possible approaches to assess its efficiency at the final stages of its implementation (or to develop new projects to increase the international competitiveness of Russian universities). © G.A. Kliucharev, A.V. Neverov, 2017.

Excellence has become a watchword for goal setting and assessment in science and technology policy. While the concept has been around for many years in its commonsense meaning, it is now explicitly used for science governance; however, so far little work has been done to detail, operationalize and systematize the dimensions of value present in academic evaluators' use of the concept. This article is based on a close reading of a mid-term evaluation of several centers of excellence in Sweden, the goal of which is to achieve a detailed understanding of the evaluative components of the concept. By applying template analysis to evaluation documents, seven main components, largely referring to the organizational/institutional aspects of excellence were identified. These are analyzed and used to provide insights for evaluation scholars and practitioners into the tensions and possibilities present in the excellence concept.

Main description: Gemäß dem im Jahre 2009 in § 100 AktG neu eingefügten Abs. 5 muss jede kapitalmarktorientierte Gesellschaft über einen sog. unabhängigen Finanzexperten verfügen. Dariush Bahreini unternimmt es, die Neuregelung nicht nur rechtsdogmatisch, sondern auch aufgrund rechtsvergleichender und interdisziplinärer Erkenntnisse auszuleuchten, um die wichtigsten aktuellen (Praxis-)Fragen zu beantworten. Im Zentrum steht der unbestimmte Rechtsbegriff der Unabhängigkeit. Die Arbeit kommt zu dem Ergebnis, dass das Kontrollgremium teilweise von den Empfehlungen der EU-Kommission und des Deutschen Corporate Governance Kodex abweichen kann und dass Vertreter des Mehrheitsaktionärs, im Gegensatz zu Arbeitnehmervertretern, unabhängig sein können. Im zweiten Hauptteil wird die praktische Umsetzung geschildert, namentlich das Verfahren zum Vorschlag eines unabhängigen Finanzexperten und die Wahl durch die Hauptversammlung, die Überprüfung durch die Gerichte innerhalb sowie nach Ablauf der Anfechtungsfrist und die Rechtsfolgen von Verstößen.

Der Konferenzband "Kundenbindung durch kosteneffiziente Service Excellence" widmet sich dem Spannungsfeld zwischen exzellentem Service und niedrigen Kosten. Aufgrund der heutigen Markttransparenz und dem stetig wachsenden Kostendruck stehen Unternehmen immer häufiger vor der Herausforderung, sich einerseits von anderen Markteilnehmern abzusetzen, indem sie den Kunden exzellente Services bieten, und andererseits dabei nicht die Kosten aus den Augen zu verlieren.Dieses Buch zeigt anhand von Konzepten und Best-Practices Ansätze auf, wie dieser vermeintliche Zielkonflikt erfolgreich gemeistert werden kann. Dabei werden sowohl aktuelle Trends wie Digitalisierung als auch Zukunftskonzepte wie Service-Robotik aufgegriffen. Dieser Konferenzband richtet sich dabei sowohl an Fach- und Führungskräfte als auch an Wissenschaftler, die Hinweise, Konzepte, Handlungsempfehlungen und Best-Practices suchen, um den Spagat zwischen Service Excellence und Kosteneffizienz erfolgreich zu bewältigen.Mit Beiträgen von:Sabine Elias, Markus Franke, Walter Ganz, Matthias Gouthier, Thorsten Gräber, Jörg Hossenfelder, Sascha Hummel, Stephan Just, Michael Kolbenschlag, Uwe Laue, Matthias Nester, Jens Neuhüttler, Dietrich Paulus, Johannes Pellenz, Volker Reiser, Christine Sasse, Carsten Schulz, Viktor Seib, Claudia Spanier-Dönges, Susanne Szczesny-Oßing, Anne-Sophie Tombeil

In his pamphlet 5 = 100, published inKnizhnyi ugolin 1922, Boris Eikhenbaum looked back at the first few years of Formalist activity in parallel to the recent social and political upheavals, and compared the deep renovation that the OPOIAZ (Obshchestvo izucheniia poeticheskogo iazyka) circle was bringing about in the field of literary studies to the revolutions that had shaken and transformed the country in 1917. He defined the emergence of the Formal method as afilologicheskaia revoliutsiia. The correlation was not just a seductive metaphor, and not only did it gesture at the principle of the scholar as a public figure—one that the Russian Formalists, with their active participation and transformation of the cultural scene of their city and country, fully embodied. With this essay I aim to unpack Eikhenbaum's concept offilologicheskaia revoliutsiiain its manifold declensions—on the one hand, I will foreground the profound connections between the political turmoil of the late 1910s and the powerful recasting of methods and approaches that the Formalists brought about in the field of cultural studies; on the other, I will highlight the "permanent revolution" that their theories have set in motion by exploring their rich heritage a hundred years after 1917.

В статье анализируется, как научно-педагогические работники вузов восприняли российскую инициативу превосходства Проект 5-100. Исследование проводилось методом качественных слабоструктурированных интервью на выборке из 83 респондентов, работающих в четырех вузах. Результаты рассматривались в сопоставительном контексте между двумя региональными и двумя столичными университетами, расположенными в Москве и Санкт-Петербурге. В целом респонденты оценили проект положительно. Главный эффект проекта для представителей региональных университетов заключался в росте качества публикаций, для столичных вузов – в развитии международной кооперации. Критические замечания, прозвучавшие в интервью, касались целей и задач проекта, а также подходов к его реализации в конкретном вузе; отмечались появление различных приемов наращивания числа публикаций и рост бюрократии, связанной с реализацией проекта.