Global trends that require the use of information and communication, digital and innovative
technologies and approaches to learning require us in turn, to re-examine the current educational
paradigm. This article examines the modern paradigm and define the components for the
modernization of higher education. The study used a comparative analysis, methods of synthesis,
generalization and systematization of various scientific approaches, and a graphical method. It
considers models of higher education in foreign countries in the context of their adaptation in Russia
and examines characteristic features of traditional and modern higher education. Special attention
was paid to the role of higher education institutions in training specialists. These meet the current
requirements of the labor market, through their independence in strategy, courses, programs, as
well as the introduction of progressive forms of teaching methods and educational technologies.
The authors show that digitalization is deeply embedded into the administrative and managerial
environment of higher education. They identify problems and prospects for the introduction of
modern e-learning tools, individual educational trajectories, and distance learning technologies in
Russia. This provides the justification for updating the modern paradigm and reorienting it to the
components for the modernization of higher education (managerial, methodological, knowledge,
innovative, and institutional). The authors develop key foci and define strategic objectives for the
development of higher education which can inform educational practice in a modern university.
Keyword(s) : globalization
Knowledge Management Practices in the Higher Education Sector with Special Reference to Business Schools
Higher education institutions are creators and disseminators of knowledge, yet, it is questionable whether they follow scientifically established knowledge management practices. The paper attempts to review the knowledge management practices appropriate for business schools and highlights key enablers and barriers. There is a special need in business schools versus rest of the higher education ecosystem in respect of knowledge management in business schools, given the differences in the value of diverse kinds of knowledge and their storage and retrieval. This paper lists the major parameters of knowledge management relevant to higher education and presents a framework for managing knowledge as a strategic tool for developing and maintaining sustainable competitive edge for business schools. It observes that business schools hold in higher regard current and up- to-date applied, actionable, and context-rich kinds of knowledge, whereas other constituencies of a university value less transient kinds of knowledge. Also, knowledge in business schools is found more in networks than in nodes and hence effective leveraging of such knowledge calls for different strategies. The integration with knowledge ecosystems outside the institutional libraries is crucial. The nature of knowledge expected by business schools is scholarly yet rooted in practice. The contexts provided included globalization, higher education internationalization, and there is special mention of their implications for knowledge management.