Rumyantsev Sergey Alexandrovich, born May 3, 1974 in Rostov-on-Don. In 1997 he graduated from Rostov State medical university majoring in pediatrics (diploma with honors). From 1997 to 1999 completed clinical residency training in pediatrics at the Department of Childhood Diseases No. 1 of Rostov State Medical University. Actively engaged practical work– worked as an anesthesiologist-resuscitator at City Hospital No. 20 of Rostov-on-Don, and as an allergist-immunologist at the Regional Children's Clinical Hospital of Rostov-on-Don.
In 1999–2002 studied 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 researcher at the laboratory for the regulation of hematopoiesis, the department of molecular hematology of the Research Institute of Pediatric Hematology of the Ministry of Health of the Russian Federation.
From 2002 to 2005 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, in 2005–2013. – in the position of head of the department of molecular and experimental hematology, oncology and immunology of the Federal State Institution “Research Institute of Pediatric Hematology” of Roszdrav (now the Federal State Budgetary Institution “Federal Scientific Center for Pediatric Hematology and Pediatric Orthopedics named after Dmitry Rogachev” of the Ministry of Health of the Russian Federation). In 2013–2015 worked as deputy director for scientific and educational work, Director of the Higher School of Molecular and Experimental Medicine of the Federal Scientific Center for Children's Orthopedics and Orthopedics named after. Dmitry Rogachev" of the Ministry of Health of the Russian Federation.
Since 2003, he headed the laboratory for monitoring the number and viability of stem cells, and from 2008 to 2009, the laboratory of stem cells and cell technologies of the State Institution “Stem Cell Bank” of the Moscow Department of Health.
Since 2004 he has been an assistant, since 2005 an associate professor, and since 2009 a professor at the Department of Clinical Hematology, Oncology and Immunopathology with a course of polyclinic and social pediatrics at the Faculty of Advanced Training for Physicians of the Russian State Medical University (since 2010 - Department of Oncology and Hematology at the Faculty of Pediatrics RNIMU named after N.I. From 2012 to the present – 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 filled the position of the Federal Civil Service - Director of the Department of Science, Innovative Development and Management of Medical and Biological Health Risks of the Ministry of Health Russian Federation.
SCIENTIFIC ACTIVITY
In 2002, he defended his thesis on the topic “The 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 cord 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 01/14/21 - hematology and blood transfusion
In 2015 he was awarded the honorary title “Professor of the Russian Academy of Sciences”
In 2016, elected corresponding member of the RAS
Over the entire period of work, more than 300 scientific papers have been published, including 15 monographs, 51 publications in journals included in international citation databases (Web of Science, Scopus, PubMed, etc.), 6 patents, 2 doctoral and 14 candidate dissertations were defended under the supervision .
He is a member of the academic council of the Federal State Educational Institution of Higher Education Russian National Research Medical University named after. N.I. Pirogov of the Ministry of Health of the Russian Federation, member of the academic council of the Federal Scientific Center for Children's and Pediatric Orthopedics 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 Federal Scientific Center for Children's Health Orthopedic Institute 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, cellular technologies, transplantology, infectious immunology, developmental biology, bioengineering
Coordination and control within the framework of medical activities of the following structural units:
- Separate structural unit "Research Clinical Institute of Pediatrics named after Academician Yu.E. Veltishchev"
- Separate structural unit "Republican Children's Clinical Hospital"
First Vice-Rector of UrFU for Economics and Strategic Development Daniil Sandler about key stages history of the university: separation, restructuring and new expansion
- Daniil Gennadievich, how would you outline the development trajectory of the Ural Federal University?
The Ural Federal University was created by decree of President Medvedev in October 2009. Since 2010, we began to have autonomy: we switched to the format of an autonomous institution, before that the university was budgetary institution- lived on budget. It would seem like just an accounting feature, but this unusual economic freedom showed a lot: on the one hand, it allowed us to earn money, but on the other, it loaded us with great responsibility. Thus, since 2010, the university has gradually acquired an awareness of freedom, the ability to use it, and acquired the awareness that it itself is responsible for its plans and for its achievements. This can often be underestimated, like why does a university need autonomy? In Soviet times, he worked great, produced brilliant personnel, conducted research, but there was really no autonomy. Let me note that autonomy allows you to build the future: it allows the university to look forward, independently set priorities, and change its organizational structure, change the direction of preparation.
At first, the conquest of autonomy was expressed in isolation: from the founding ministry, from others. We were building boundaries and at some point we suddenly discovered that there were a lot of entities operating on the university territory that had nothing to do with university life - from children’s city sports schools to commercial enterprises. Over time, we incorporated some of them into the structure of the university, parted with others - everything gradually formed into a system. That is, during this period the university not only realized its own independence, but also put things in order. We also closed areas where it was too easy to study. For example - faculty accelerated learning. We wanted to raise the bar for education in Federal University. And, by the way, during that period we significantly reduced the number of students. Getting into UrFU has become difficult.
- How much has the number of students decreased?
By several thousand: if we talk about the contingent in our heads, that is, counting part-time students on an equal basis with full-time students (usually in university mathematics, a part-time student is considered one-tenth of a full-time student), then the contingent has decreased by about ten thousand students. The enrollment of correspondence students has decreased greatly; this, by the way, is a general policy: in some areas, the Ministry of Education either does not recommend or outright prohibits distance learning.
- Probably, they laid off not only students, but also teachers?
Yes, it was a period of reduction not only of students, but also of teachers. The average ratio then was one teacher per ten students. The peak of this process occurred in 2012–2014. But now this stage of isolation has ended, and we are starting to open up again - a new stage of expansion is beginning.
The shrinking trend, by the way, ended several years ago all over the world: size began to matter again, and the world’s best universities began to grow. In 2010, we positioned ourselves as a very large university - that’s what we thought then, but now we are looking at the world’s hundred best universities and we 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 if we count in our heads, we have about 35 thousand.
- Isn’t it more effective to focus on super-quality education in small volumes?
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 have entered a specific field 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, say, philosophers, mathematicians, economists. Moreover, not only knowledge is important, culture is important: chemists and mathematicians should not so much know other subject areas as be able to understand each other. This is not easy: say, chemists and mathematicians or physicists and lyricists are people of very different mindsets. And in 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 forming and open to the world, can these different cultures be seen and understood.
If you are a mathematician, you can go to a lecture on chemistry; if you are an engineer, you can go to a lecture on rhetoric. And these will be lectures not from home-grown specialists, but from international professionals. When I was a student, I had to go to another university to experience another culture. And I did it - but it wasn't that easy. And now, if you are a student at UrFU, you have access to the entire range 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 it is in the case of individual universities. In particular, this is embodied in such an instrument as the minor. Minors are educational programs specifically designed to give students knowledge and competencies in areas different from the main field 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 just for students with specialized training.
By the way, we also directed extracurricular activities in a peaceful direction. A large university has always given students the opportunity to realize their hobbies and interests - in sports, in the construction brigade movement, in teaching languages, in building communities. But now the students’ union, with our support, has created a system that allows a student’s achievements in extracurricular, almost personal and social life, to be made part of his portfolio. His achievements as the leader of a circle, group or simply 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 ending: it allows you to captivate the student in developing his social and communication skills, document his social achievements and present them to the employer: I am a leader, I can!
- Does new expansion require new restructuring?
It requires further development of autonomy. A university is a huge collective, but not homogeneous: it consists of specific academic teams, which also need autonomy for their development. We, the UrFU administration, give them this autonomy - this applies to both economic and academic life. By the way, oddly enough, the formation of academic autonomy of departments requires much more time. It is easier to give economic independence: in this case, we can transfer the autonomy given to the university to a lower level. The economic risk that a particular academic team takes on is quite easy to control - how much it earns, so much it can lose. But this is not the case with academic life: educational and scientific standards imply high level 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.
- At what level is this autonomy given to structural units?
Since we do not want to disintegrate into small fiefdoms, we are forming large interdisciplinary schools. The key concept here is strategic academic units; UrFU has five of them: Engineering School of New Industry, Institute of Natural Sciences and Mathematics, Institute of Radio Electronics and Information Technologies-RTF, Ural Humanitarian Institute and School of Economics and Management. All this is fundamentally different from the previous faculty structure. In total, UPI and USU before the merger had about thirty faculties: 24 subject and several specific divisions. Philologists, historians, sociologists, mathematical economists, engineer economists, just economists - these were all subject areas that were too narrow in today's understanding.
But the new autonomy is also relevant for small teams. We have the concept of “competence centers”, 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. Currently, the university has 76 competence centers: 20 scientific centers, 31 scientific laboratories and 25 scientific groups.
Moreover, we have a certain autonomy - here we are still at the very beginning of our 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 such as the head of a department. In my opinion, this is an important innovation, because administrative boundaries are erased; the program manager can invite practitioners to the team, among other things.
On the issue of financing and autonomy: with the advent of UrFU, the term “endowment” appeared in the Ural media space - a trust fund at the university, which is formed from donations from partners and alumni. Tell us how it works now?
Our endowment is quite 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 income from the endowment is 7.8 million rubles. per year. It would seem like quite a bit, but, as I always emphasize, this is smart money, it allows you to support long-term projects that might not have happened without this money. For example, the National Prize in Applied Economics, conferences of young scientists... What about the holiday tradition for graduates? We started organizing a big holiday for graduates in the rich years - in 2010–2011. And then came the years of economic crisis, and the hand often reached out to stop these expenses: their need is not obvious, many universities do not have such a 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 financed from the endowment. It turns out that the main benefit of the endowment is the creation of new university traditions, and such as the university and surrounding community desire, and not in accordance with how much we can allocate from the budget.
- Expansion implies 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 advanced enterprises. But this form alone is no longer enough. The ineffective method is when we take a university researcher and tell him, 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 there is no need to teach what enterprises want - we need to invite the enterprise to the university campus 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 - this should be a streamlined and comfortable procedure, but for now there is a lot of bureaucracy here. But in general, the period of bringing new knowledge into 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 to check the received information from time to time. theoretical knowledge in production - such opportunities, indeed, have always existed, but we are building a full-fledged didactic system, within the framework of which the acquisition of new knowledge, the development of practical competencies and constant communicative activity are closely intertwined. We are organically developing this approach from the first-year project, when the student himself does a specific project in his specialty, to senior-year projects that last several semesters, in which practicing professionals from the real sector are involved - this is what the university relies on. We believe that project approach will provide today's students with an up-to-date level of knowledge, and tomorrow's graduates - successful employment.
For recent years holdings acquired their own corporate universities and colleges. Are they ready to work with you?
Indeed, such a situation occurs, because now some holdings are going through their period of isolation. But many today already understand that the period of isolation in the world is over, and we need to start making friends and pooling resources on a transparent basis. This is an inevitable path.
On the other hand, we now have someone to deal with. If previously, at a large enterprise, our only counterparty was the personnel department, which has a lot of its own internal work, but now there are centers that, in addition to educational objectives There is no other work - these are our partners. Of course, such a partner also claims his own recognition; moreover, 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 leading the project “Exemplary Lean Manufacturing Factory”, with Uralvagonzavod we organized and conducted engineering design competitions using the WorldSkills system, etc.
- You also mentioned cooperation with other universities: what is it expressed in?
Now we are introducing a network form of work: 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 worked on open education issues at UrFU, has headed 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 are now leading 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 on the National Open Education Platform - about 150 thousand students have already used them. Today, coming to the National site, a student gains access to the eight best universities in the country - UrFU, Higher School of Economics, St. Petersburg Polytechnic, MIPT, etc. A period of expansion is beginning not only in the sense of an increase in the number of our students, but in the sense of expanding the university into a new 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 existing technical capabilities allow such work?
This is an expensive pleasure. In general, the focus of costs today inevitably moves from the costs to which we are all accustomed, say, salaries of teachers, to investments in infrastructure, in particular, in IT services. Without this further development impossible: the university is moving towards the format of an infrastructure platform, and this is infrastructure of different types.
Already today we generously include online elements in face-to-face training. This is also very important from the point of view of the real life schedule of a modern student: well, don’t chain him to a desk! Yes, there are universities that control whether a student comes to class or not, and if he comes, what he does, whether he sleeps during lectures, and so on. There were even ideas circulating to create special wallpaper for classrooms that would not transmit signals to cell phone... But you just have to admit: yes, the schedule of today's student is very different from the schedule of a student even twenty years ago. Today's student goes abroad for summer and winter school, he is involved in a specific project, where he earns money and receives qualifications. And online resources make it possible to take into account this inevitable fact that a student does not go to study from 8:00 to 17:00, as they did in Soviet times to the factory. Nowadays, students are distracted by other projects that are no less useful for their development, and rather than deal with this, it is better to create the opportunity for them to manage their schedule. It has long become the norm for many world universities that lectures can be listened to remotely. There is no way to attend a class - 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 allow 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 difficult, Russia’s diplomatic confrontation with the European Union and the United States is heating up - 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: we now know better what we want from them, we better understand what they want from us. Work is underway here, for example, the university won a competition to participate in the European academic mobility program “Erasmus+ Credit Mobility” for 2017–2019 - under it we work with universities in Spain, Portugal, Hungary, Croatia, Denmark and the Czech Republic.
On the other hand, we, like our government, are looking closely at the East. Firstly, 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 together 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, this is institutional cooperation, and 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 - recently signed a declaration on the creation of the international scientific and educational consortium “Green Bridge through Generations”; We also work with educational structures 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 areas for foreign students is also growing; now the university has 22 master’s and 19 postgraduate programs educational programs in English.
- What are your priorities in the upcoming admissions campaign?
We offer a unique number of budget places for the country - 6,651 places are planned for 2018, and this traditionally allows us to attract talent from all over the Ural-Siberian region, and we, as I already said, are spreading our influence further.
Today our emphasis is shifting towards master's degrees: out of 6651 budget place 2397 falls on the master's level. The goal is for graduates of other universities to study in our master's program. When a student, having completed his 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’s not without reason that the second meaning of the word “bachelor” is a bachelor, but a master already had the right to get married. It would seem that such students already exist. But in order to carry out this process systematically, we need not ten or twenty, but hundreds and thousands of such students - so that a critical mass is formed. This is not an easy process; it requires the formation of an environment - real academic mobility. It is obvious that without partnership with other universities it is impossible to create this phenomenon.
This process is well stimulated by the growing student Olympiad movement. It would seem that the students got together and competed to see who could solve which tasks better - what’s wrong? But in fact, they form their human capital during these competitions: those who took part 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 most people have a model ingrained in their heads that once you enter university, you need to finish it “to the end.” How do you see this?
In general, it is very cool when a student, while still at school, has set his sights on enrolling in a specific department. Then he finished it and stayed there. We take care of such chains: we go to schools and look for talented students there. But this is a very expensive instrument: here we teach a hundred bachelors, so that only ten of them go to the master’s program, and then only one remains in the department. In addition, this instrument is at significant risk - stars from this chain are being actively lured away by other universities. And not just others - we conducted research: such talent is four times more likely to later move abroad than to choose a domestic university. Therefore, we are now negotiating with leading universities how we will promote 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 have begun to understand that these seedings of theirs are an expansion of their influence on the academic environment. There is only one way out - to integrate into the emerging space, and whoever integrates first will receive more bonuses.
Such mobility requires a developed social infrastructure. In this sense, are universities ready for the growth of real academic mobility?
You probably know that we have planned and are implementing large-scale construction projects: we recently completed the construction of a large 16-story dormitory on Komsomolskaya-70, nearby on Fonvizina-8 we are building the second stage, almost four years ago we opened a ten-story dormitory at the intersection of Komsomolskaya streets and Malysheva; Together with OMZ and McKinsey, for the joint project that I have already mentioned, we built the Model Factory - this is a large infrastructure facility: it has two modules - industrial and office; Our pool has been operating for six years now. The plans include the construction of the UrFU ice arena and other facilities. We are working on them, these are all very slow projects, and besides, a lot depends on general federal policy.
But this is not the main solution. The fact is that in a smart city - and we will inevitably come to this - borders must melt away. In fact, Yekaterinburg has enough infrastructure both for student accommodation 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 classes, etc. Moreover, no one consciously wants to lock themselves in their kingdom, but for now legal regimes are constraining the free exchange of these resources. But I think that in the next two years there will be a breakthrough here, and we will begin to use each other's resources more freely and in a more mutually beneficial way.
Private investors are also coming. Yes, we are not yet expecting a private investor to build us a full-fledged campus, 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. In general, I am confident that, especially in the new period of our country’s life, we realize: it is much easier to make departmental boundaries 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:
Marital 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 financial and economic activities of troops
- Qualification: economist-financier
1990 – 1993 – Military Finance and Economics Faculty at the State Financial Academy
- Specialty: finance and military economics
- Qualification: economist - financier
1994 – 1995 – Postgraduate studies at the Military Finance and Economics Faculty at the Financial 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 Economic Sciences
2009 – Professor at the Department of Economic Analysis and Audit
Professional activities
- 1985 – 1990 – Head of the financial service of military units of the Russian Military Space Forces (Baikonur Cosmodrome)
- 1990 – 1993 – student of the Military Finance and Economics Faculty at the State Financial 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 at the Financial Academy under the Government of the Russian Federation (in absentia)
- 1997 – 2007 – general manager auditing firm ZAO 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 (part-time)
- 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 Department of Audit and Control, 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
Area of scientific interests: application of the concept of intellectual capital in the theory and practice of management of commercial organizations and universities, methodology accounting, economic analysis, audit and evaluation; problematic issues of legal regulation, accounting and audit of intangible assets of commercial organizations and universities; financial analysis in auditing; development of a system of financial analysis indicators: integral and local indicators; assessment of the effectiveness of state financial control.
Provides scientific supervision of graduate students' dissertations and scientific advisor to doctoral students. Member of the editorial board of the scientific and practical journal "Auditor". Author over 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 scientific research (testing) sites (centers) of the Military Space Forces of the Russian Federation in market conditions (1993)
- Audit: financial analysis. Monograph (1998)
- Economic and legal basis for the analysis and control of joint-stock companies in industry (1998)
- Joint-stock companies of industry: analysis and audit. Tutorial(1998)
- Reform of auditing as an activity (2001)
- State financial control and the effectiveness of financial audits. Training manual (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 company (business) (2004)
- Business risks: methods of accounting, forecasting and management in modern conditions (2004)
- Added value 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 real options(2004)
- Methodological problemsaccounting, analysis and audit of intellectual capital. Monograph (2005)
- Intrinsic business value as a target integral criterion for assessing a company’s performance (2005)
- The nature and economic essence of intellectual capital (2006)
- Intellectual capital: analysis, accounting, assessment. Training manual (2006)
- Accounting model for accounting for the components of intellectual capital (2007)
- Value added theory based on the concept of intellectual capital (2007)
- Innovative methodology for company business management (2007)
- Human Intellectual Capital (2007)
- Economic strategy of Russia based on the theory of surplus value. A new approach based on the concept of intellectual capital (2008)
- Business assessment 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)
- Toolkit for managing investments in intellectual capital 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. Training manual (2008)
- An innovative approach to teaching audit disciplines during the transition to a two-level system of higher education (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 (FIRO stamp) (2009, 2011)
- Development of methodological problems of accounting of non-exclusive rights to intellectual property (2009)
- Consequences of economic crises for the development of auditing activities (2010)
- Subject and methodology of analysis of information and intellectual business. Chapter in the monograph “Methodology for analyzing operating and financial results” investment activities 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)
- Basics of auditing. Textbook (2010)
- The concept of intellectual capital as a basis tax policy states 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: issues of theory and methodology (2011)
- Audit: international experience and Russian practice:Training manual (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 single pan-European educational and scientific research space (2012)
- National Defense Performance Audit (2012)
- Business audit. Practice and problems of development: monograph (2013)
- Business audit as a strategic direction for the development of auditing 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)
- Member of the working body of the Council on Auditing under the Ministry of Finance of the Russian Federation
- Member of the Self-Regulatory Organization of Auditors of the Non-Profit Partnership"Audit Association Commonwealth"
- Member of the international public organization"Financier's Guild"
Awards and honorary titles
- Medal of the Presidium of the Armed Forces of the USSR “70 years of the USSR Armed Forces” (1988)
- Medal of the Presidium of the USSR Cosmonautics Federation “30 years of flight of Yu.A. Gagarin" (1991)
- Medal of the USSR Minister of Defense "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 “Best Economics Department 2010” in the nomination “Accounting, Analysis and Audit” (2010)
- First Sapphire Prize for the best literary work about finance and financiers in the category “Treasury Discipline” (2013)
- Gratitude from the Government of the Russian Federation (2014)