Spatial organization of the higher education of Russia

The traditional and new approaches to the geographical study of higher education are discussed. Along with quantitative indicators, it is proposed to use qualitative indicators more widely in assessing the spatial differentiation of higher education, and the impact of the territorial organization of the higher education system on regional development.
It is indicated that the educational space of a country or a region could be considered both a static and a dynamic system. In the first case, inequality reflects the situation at a specific time. The dynamic approach is aimed not so much at identifying the supporting frame of the educational space and the role of individual centers, but at the processes taking place there. To, it is however necessary to combine both approaches to analyze a regional situation and identify the trends of changes.
The authors consider it both possible and necessary to use ratings and rankings to identify spatial differences, whereas the quantitative indicators do not allow for adequate assessment of the role of a university in regional development.
Spatial disproportions in the distribution of “high-status” universities and world-class universities were revealed, as well as the differences of university potential in the cities of Russia. It is noted that the actual spatial organization of high schools supports the growing polarization of the innovation space in Russia. Russia is characterized by inequality in both the development of the network of research universities, and the spatial organization of universities of high reputation. The need to form a supporting framework for the country's educational space is indicated. It is noted that the cartographic method could become an effective tool for understanding spatial differentiation and spatial imbalances.
The conclusion is that the spatial organization of personnel training in modern Russia does not fully correspond to the spatial organization of their consumption, and does not take into account the profound structural changes that have occurred in the regional economy. The modern territorial organization of higher education objectively increases inequality in the possibility of further development of the center and the periphery. Modernization and development of a competitive economy in the regions of Russia imply changes in both the content of education, and the regional policy in the field of higher education.

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