• The authors:
    Tatyana S. Stanko
    Elena P. Chernychkova
    Oksana B. Anistratenko
  • Issue: July 24-26th, 2019
  • Pages: 584-590
  • URL:
  • DOI:

Abstract. University education, and engineering education in particular, is
currently going through the period of intensive change. A number of new
universities have been established in recent years to fulfil modern
educational model in STEM. Often such new universities are privately
funded initiatives. Current research effort reports the finding of a recent
study commissioned by a private foundation with a goal to establish a new
engineering university in Europe.
The purpose of the study was to identify significant global trends in
education and to develop recommendations for setting up a model for a next
generation university capable of creating an environment sufficiently fertile
for the development of an intellectual elite suitable to the modern world.
Preference was given to the recommendations relevant to the Minimal
Viable Product (MVP) concept.
The data for the study was collected between November 2017 and March
2018. Three qualitative research methods were utilized in the study: twenty
semi structured in-depth interviews were conducted with international
experts from academia, business, art and policymakers from EU, USA and
Russia. In this paper we report on the fraction of the study related to the
experts’ perspective on local and global trends in higher education.
Expert interviews provided an opportunity to get acquainted with the
respondents’ opinions on three topics: first, to discuss economic and social
processes that influence the education system and how the education system
in general and higher educational institutions in particular respond to these
processes; second, to understand what innovations are developing in modern
universities and what new projects and models of activity within these the
universities have been successful and why; third, to find out what the
respondents think about launching a new, next generation university, what
features they consider necessary for success and what key risks they see in
this project.
DOI: 10.22363/09669-2019-584-590
The experts converged on several important trends in higher education: (a)
globalization and increased competition as factors in spawning inequality,
(b) an advanced university in the future – a center of intellectual power
autonomous and independent from the state, (c) highly personalized
educational plan, with an ability to combine completely different modules
from STEM, art, history, real-life projects etc.; (d) return to the origin of
liberal arts envisioning university as a bearer of the European humanistic
tradition; (e) truly multidisciplinary education program in complex sociotechnical systems with strong emphasis on data science; (f) distributed and
cross-border campus and individual adaptive educational scenarios.
Experts agreed that in a world that is getting more and more complicated,
university education should shape thinking in a broad sense, orient people
towards the solution of global issues that humanity faces. Extensive basic
knowledge in different disciplines should be combined naturally with a deep
expertise in concrete subjects. A professional of the future should possess
balanced knowledge and skills both in humanities and technical fields.
In the face of rapidly changing social and economic landscape in the world
and education in general, it is important to stay tuned with global and local
trends and redefine the approaches to education through one’s life. We do
not aim to determine the one and only possible and complete model of a
university of the future, but rather prefer to demonstrate that there is no
single approach, that will be able to address every challenge that the society
is facing at the moment. We believe that modern world needs substantially
more different educational models, more universities with fundamentally
different agendas targeting variety of stakeholders in different time of their
The findings of this study highlight global trends in higher education
affecting most university models and STEM education as a whole.
Keywords: Modern university; trends in education; lifelong learning; online education

Tatyana S. Stanko1, Elena P. Chernychkova2, 3, Oksana B. Anistratenko4
Kazan National Research Technical University, Kazan, Russia,
University of Navarra, Pamplona, Spain,
Ural Federal University, Ekaterinburg, Russia,
Social Investment Foundation, Moscow, Russia,

Carey, K., 2015. ‘Are We about to See the End of Universities as We Know
Them?’, World Economic Forum, April 29, 2015. URL:[Accessed March 7 2019].
Crawley, E.F., Edstroem, K., Stanko, T., 2013. Educating Engineers for
Research-based Innovation – Creating the learning outcomes. In
Proceedings of the 9th International CDIO Conference, Massachusetts
Institute of Technology and Harvard University School of Engineering and
Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013. Pp. 3-13.
Kondratiev, D., Tormasov, A., Stanko, T., Jones, R., Taran, G. 2013.
Innopolis University – a new IT resource for Russia. In The proceedings of
the International Conference on Interactive Collaborative Learning (ICL),
Kazan, Russia, September 25-27, 2013. Kazan: ANO “University
INNOPOLIS”, pp. 128-136.
Rosenbloom, J., 2011. Reinventing the Way We Teach Engineers. URL: [Accessed March 7 2019].
Minerva Project. URL:[Accessed March 7 2019].
Gallup Purdue Index Study, 2015. URL: [Accessed March 7 2019].