Premises and problems of the non-linear conception of higher education in the russian macro-region

The suggested article is of a theoretical character. It is aimed at providing conceptual justification of nonlinear development of the Russian higher education and its macro-regional model that would be able of gaining expert trust of researchers and practitioners in terms of its theoretical design and experimental approbation. The aim of the article is to analyze existing situation in the Russian higher education and identifying opportunities for implementing its nonlinear model in the region (macro-region) as a factor of its development. According to the suggested hypothesis existing linear model of higher education in Russia does not meet the requirements of international and European state of affairs in this field, and also fail to satisfy social needs and expectations of a larger part of academic and teaching community, students and population of the country in general and regions in particular. The article presents comparison criteria for two higher education development models: linear and nonlinear and demonstrates their differences and limitations. Characteristics of the system and institution of higher education in linear and nonlinear models are given. Authors draw attention to different interpretations of the role and functions of management linear model of higher education gives special attention to interaction of main educational communities: academic teaching community and students as well as the need for their participation in university management. The novelty of the article is in providing justification for nonlinear development concept of the Russian higher education in the context of economic and social uncertainty and the proof of the necessity of its experimental testing at the level of macro-region.