The authors designate three problems in frames of this paper. First, to analyze the level of research activity of the best Russian universities at the start of the most important stage of higher education system reform — basing on the results of 2009-2010 and to assess what kind of resource they have received at their disposal from the state. Second, to understand which areas of research potential and how should the leading universities try to influence. Third, to assess the gap in the area of research and development potential that exists between the classified leading universities and other ones, to formulate ways to bridge this gap on the example of the Ural region. The approach to the assessment of research and development activity of the universities is suggested to solve these problems of comparison of methodologies for evaluating research results of universities in global rankings of higher education institutions. Basing on the results and conclusions, four key directions for significant growth of international level of scientific productivity of Russian universities are formulated.

The article discusses the methodology used to assess the higher education system (for areas with the status of a constituent federal subject and similar) and the results of its application in the federal subjects of the Ural Federal District. Monitoring of the higher education system in Russian regions will use a set of indicators grouped into two blocks: operating Conditions and Infrastructure of the Higher Education System of the Russian Federal Subject; Education and Research in the Higher Education System of the Federal Subject. The research conducted showed that a more effective way to increase the quality of education is investment from government sources other then from non-government sources. In our opinion, it is because the major source of non-government financing is means of people paying for their education. Unfortunately, the main goal for the people is Diploma of Higher Education, while the education quality is not the priority. The solution to this problem lay at the heart of changing the priorities in the development of economy, and cannot be solved only by the Higher Education Authority. It should also be stated that the higher education retains a certain conservatism and despite the lack in financial support, regions with traditionally strong universities maintain their position in the quality of educational services during the twelve year period under consideration.

The authors consider the economic motivations when individuals choose an educational path. This line of research is relevant from both, the point of view of science — research of economic behavior of an individual, and the point of view of practice — allows to increase efficiency of investments in a human capital. The authors have developed the economic and mathematical model of choice of optimum educational paths by individuals. The model is realized in the software and approved on real data on more than 5,5 thousand students. For the analysis of the importance of rational economic expectations when an educational path has to be chosen, the paths chosen by students is compared and the educational paths optimum from the point of view of economic rationality are calculated. The analysis of the results has showed that mainly, the choice of educational paths happens according to the economic motivations. On the considered selection, 66 % of prospective students have chosen an optimum path from the point of view of economic preferences. The most significant factor providing development of optimum educational paths is an expectation of higher income upon completion of education — 22 % of all educational paths, and a possibility of cost-cutting of educating or state-subsidized education — 12 %. In our opinion, one of the most important practical results of the research of optimum educational path is the need to consider expectations of students and prospective student when developing a state policy of investment in human capital.