Студенческий кампус как конкурентное преимущество частного практико-ориентированного вуза

Abstract

The subject area of the article is the improvement of the competitive position of a private Russian university focused on training, including professional entrepreneurs, due to the presence of its own suburban campus. The article suggests a variant of its creation that is accessible to any large and market-successful non-state university. Unlike the most famous foreign universities that are in the top 100 [1] and have built their campuses at the expense of their own high incomes, or from Russian federal universities funded from the budget, even the largest domestic private universities do not have the resources to build full-fledged campuses according to existing standards. Therefore, at the first stage, it is advisable for them to focus on the purchase of small country boarding houses from among the departmental rest houses built in Soviet times. The requirements for the organization of the work of such a campus are formulated, including work and rest modes for both students and university teachers. The final part of the article clarifies the educational technologies that are most adapted for the considered variant of the organization of training. The purpose of the article is to argue the expediency of creating suburban campuses as a necessary element of the infrastructure of a large private university practicing entrepreneurship training. To achieve this goal, the following tasks are solved in the study: to formulate and briefly argue the main competitive advantages that the presence of a suburban student campus provides to a modern university, regardless of its organizational and legal status; to propose and justify a low-budget option for creating a suburban campus, available not only to state federal universities using budget allocations for this, but also to private institutions of higher professional education; to formulate the basic requirements for the organization of the campus, as well as for the work and rest regimes of direct participants in the educational process.