Academic leadership journey
2013-2015
I started working with RANEPA, the largest humanitarian university in Russia and Eastern Europe. From the position of Vice Dean in the IBS-M business school (AACSB, AMBA), I successfully advocated for teaching sustainability and inclusivity, promoted the use of case method and introduced modules jointly coordinated with corporate partners.
In 2015, I returned to my Alma-Mater, Graduate School of Management, Saint-Petersburg State University (AACSB, EQUIS, AMBA), managing consulting projects to enhance students' practical learning and real-time business impact. In 2016-2018, I led GSOM's Digital Learning Studio, mentoring colleagues and students in areas of digital learning competencies.
2015-2018
In 2020, I joined the Graduate School of Business at the Higher School of Economics (HSE) as the leader of the "Marketing and Market Analytics" bachelor's program. My contributions made it the country's most popular undergraduate marketing program and resulted in EFMD accreditation in record time.
2020-2022
In 2018 I returned to IBS-M as Head of research laboratory on sustainable management practices. My work earned me recognition as a Champion in Responsible Management Education from the Central and East European Management Development Association (CEEMAN) in 2018.
2018-2020
2022-present
I am currently a Senior lecturer in marketing at the University of the West of Scotland (London). In addition to teaching and research, I am the London unit lead for the MITE division of BCI and the Research Forum London chair. These roles allow me to foster a robust faculty team, ensure learning quality assurance, design innovative modules, and engage in program validation processes.
Awards and recognitions
2024
Recognizes an educator's advanced expertise in teaching, leadership, and impact on student learning, demonstrating a commitment to excellence in higher education.
Learn more
2021
Recognition from the university vice-rector for achieving a leading position in program efficiency highlights the accomplishment of ranking 8th out of 110 educational programs nationwide, reflecting exceptional performance and impact.
2024
The designation signifies a professional's dedication to high standards in business education, including continuous professional development and commitment to teaching excellence. Learn more
2018
The Central and East European Management Development Association award honors exceptional contributions to advancing sustainable and ethical practices in business education, emphasizing meaningful initiatives that address industry and societal needs. Learn more
2022
The personal certificate of honor from the rector of HSE University recognizes an individual’s invaluable contributions toward achieving key milestones in the university's 2030 development program goals.
2018
The diploma from the business school director recognizes invaluable contributions to developing the next generation of socially responsible managers and active engagement in enriching the school's community.
2021
Certifies that an individual has developed essential leadership and management skills to oversee and enhance quality assurance initiatives in business education, aligning with international standards and best practices.
2015
The award for best social impact in the RAISE! National Accelerator for Social Initiatives recognizes exceptional efforts in supporting students to address societal challenges, with a particular focus on empowering students with limited mobility.
Professional highlights
Case 1. Enhancing Management Education with Real-World Practice
Before entering academia, my managerial roles in IT consulting, web design, and publishing revealed industry challenges related to marketing technological innovations and promoting the use of marketing analytics in decision-making. These experiences inspired me to explore opportunities to bridge the gap between business practice and education. Throughout my academic leadership career, I have worked on transforming sporadic corporate engagement with universities into robust, structured curricula that integrate real-world business demands into practice-oriented academic programs.
At GSOM SPU, where I managed the MSc consulting projects function, I spearheaded the design and execution of over 60 consulting projects with some of the world’s most recognized brands. In partnership with a BCG Principal Consultant, we ensured these projects provided students with immersive experiences, equipping them to tackle authentic business challenges posed by industry leaders. This focus on experiential learning strengthened students’ skills, improved their workforce readiness, and enhanced the institution’s standing in the corporate world. Building on this success, I expanded practice-based learning models at IBS-M RANEPA and GSB HSE.
These efforts also included introducing practitioner-led modules like “Consulting” and “International Market Analysis” at IBS-M RANEPA, which graduates consistently rated as the most valuable for career preparation. At GSOM SPBU, I launched one of the first “Digital Marketing Management” MSc modules globally, in collaboration with the Head of Digital Marketing at L'Oréal. At GSB HSE, I designed an exclusive partnership with Effie for the "Marketing Plan" module, allowing students to engage in challenges designed by top global brands. By embedding structured, hands-on engagements within the curriculum, I helped elevate educational practices and formalize pathways for industry-academic collaboration. This model has enabled students to connect theory with practice while making a tangible impact on the companies involved.
Beyond consulting, I recognized the importance of case study methods in bridging academic theory and industry practice. At IBS-M, I launched an initiative encouraging professors to co-author Harvard-style teaching cases based on practical experiences. This led to the publication of over 12 case outputs, which were incorporated into university curricula. To further disseminate the case method, I also launched and mentored the school's first student case club, introducing students to case competitions and case-method communities. This experience culminated in securing a knowledge transfer partnership with AFK Systema for corporate case creation and publishing methodological guidelines on writing and integrating teaching cases into courses, establishing a sustainable foundation for future educators and students to bridge theory with real-world practice.
Case 2. Promoting an Inclusive Learning Environment
My involvement in inclusive management practices began in 2013 as Vice Dean at IBS-M RANEPA, when a newly admitted student, Anna, was to become the Academy’s first student with limited mobility. Her family expected full wheelchair accessibility within two months, but only two of the main campus’s 11 buildings had ramps. Determined to address this, I advocated for budget approvals to install ramps campus-wide. I also introduced policies addressing classroom allocations, building access, and snow clearing to support her learning needs.
Recognizing a broader need for supportive learning environments, I sought a deeper understanding of the needs of students with limited mobility. This involved taking a course on teaching practices for students with disabilities and consulting experts. My research revealed discrepancies in opinions: some scholars recommended drawing extra attention to students with disabilities in the classroom, while many residents of the rehabilitation center found extra attention to be a barrier for blending in. I found out that this issue had been raised before by scholars (e.g., Broderick et al., 2005) but was not taken into consideration in existing academic policies. Through interactions with Anna, I also recognized a fundamental issue: limited awareness among people with disabilities about the possibilities of daytime education in leading institutions directly hindered their future employability.
Committed to leveraging the Academy's scope and influence to challenge misconceptions about daytime higher education for people with limited mobility, I founded the Mobile Students initiative (MOST) in 2015, mentoring a team of eight students to encourage people with limited mobility to pursue higher education. MOST organized events such as sports tournaments with Special Olympics champions, photography workshops, and leadership sessions, focusing on event value rather than the mentors' disability. This “subtle inclusion” approach challenged preconceptions, fostering genuine connections. For instance, our “mixed” rugby tournament enabled students to try sports wheelchairs, which encouraged empathy and awareness. Follow-up surveys showed a significant positive attitude shift, with more students open to interactions with peers with limited mobility.
MOST’s success gained national attention, earning awards and a semi-finalist spot at the Harvard National Model UN. Its impact expanded through Open Doors Days, outreach materials for rehabilitation centers, and media coverage, reaching around 60,000 people. The number of students with disabilities and volunteer engagement grew annually, with many MOST alumni now leading CSR projects for companies like L'Oréal and Bain & Company, taking our inclusivity mission into the corporate world.
Case 3. Supporting Sustainable Practices in Business Education
I further explored covert methods to engage students in sustainable practices, such as using gamification to foster sustainable behavior. I developed the module "Analysis of International Markets" for Level 8 students to encourage them, through a series of sequential competitive challenges, to assess the attractiveness of sustainable technologies. This approach helps students gradually learn to identify and argue for the value that sustainable characteristics bring to end customers and how these features differentiate the technology from competitors. Without a single lecture on sustainability, students discovered the market value of being both a sustainable business and a sustainable consumer.
In 2018, I secured a grant from IBS-M RANEPA to lead the design of educational games that taught students to critically assess the value of sustainable technologies, the importance of well-being in career development, and ethical workplace practices within project management. This covert approach encouraged students to apply sustainability and inclusivity principles while solving business problems. My teams of educators and students successfully completed these projects, which were implemented across three curriculum modules in three programs, yielding high satisfaction among both students and staff according to survey results.
The sustained impact of these initiatives was tracked through graduate surveys in 2020, revealing that modules incorporating these games were among the most useful and beneficial for graduates pursuing careers as international managers. In 2021, I adapted the workplace ethics game for schoolteachers, engaging 40 educators in discussions on ethical dilemmas and encouraging similar gamification approaches in their teaching.
In 2020, I continued my efforts to integrate sustainability into the curriculum when I assumed the role of Academic Director for the BSc program at HSE. This position allowed me to redesign the curriculum and propose new school-level policies. As part of the curriculum design team, I introduced a three-step assessment system: a CSR module test at Level 7, a practical SDG-aligned project at Level 9, and a thesis section on societal impact at Level 10, evaluated as part of the thesis defense. To support this, I developed a policy on writing and evaluating honors thesis defenses, incorporating sustainability-related criteria to provide feedback on students’ understanding of the broader impact of their work.
In recognition of my contributions, I received the Champion of Responsible Management Education award from the Central and East European Management Development Association in 2018. This propelled me into the role of an ambassador, advocating for the "subtle" integration of inclusivity and sustainability in management education. Subsequently, I have dedicated a substantial portion of my research and public activities to advancing these principles through interviews for organizations such as PRME, CEEMAN, and the national Jewish society (JEPS), presentations at business education associations, co-chairing sustainability related track for the EURAM conference, and contributing to "The Palgrave Handbook of Social Sustainability in Business Education".
Case 4. Programme Leadership and Quality Assurance in Marketing Education
In 2020, I was invited to lead the BSc program "Marketing and Market Analytics" (MMA) at the newly re-established business school at HSE. To ensure program quality, I articulated a clear purpose, vision, and rationale for the curriculum, aligning it with HSE's overall strategy. This required efficient coordination among students, staff, and faculty. However, meetings with stakeholders revealed communication gaps, unclear roles that impacted the learning process and group dynamics. Initially, I took an authoritative approach, establishing clearer roles, assigning exclusive responsibilities, and streamlining communications with students, but soon recognized a need for a more collaborative approach. Transitioning to a servant leadership style, instead of formalization of procedures I focused on promoting open dialogue, trust, and transparency. I created dedicated communication channels for targeted issues, including private chat groups and emergency channels, alongside regular meetings and drop-in sessions for queries. By mid-year, surveys showed an increase in student satisfaction with communications with the admin team, and staff turnover has started to reduce.
Next, I focused on positioning the program in the market. Surveys showed that while incoming students were barely aware of marketing before learning about the program, while 100% of graduates were highly motivated to work in that field. I leveraged this insight to craft a positioning strategy that presented MMA as “the best place for a marketer.” Leading a promotional campaign titled "Marketing is Here," I reached over 100,000 potential students and their parents through professional orientation events, social media campaigns and open doors days. Collaborating with marketing industry leaders from such companies as Disney, Kantar, Loreal and Yandex, I developed a professional orientation booklet outlining marketing career trajectories. Within a year, MMA became the top-ranked marketing program in the country, maintaining this distinction through three admission cycles. I received recognition as one of HSE’s top program leaders, with the program’s rising minimum intake scores and a threefold increase in students discovering marketing specialty through our events.
Following successful integration of the new management team, I was approached to initiate the international EFMD accreditation process for MMA. After completing EFMD training and certification, I managed three working groups of staff, students, and management to ensure broad stakeholder engagement and understanding of the program’s mission and strategy. Despite recommendations for separate accreditation, I advocated for joint accreditation with the "Business Administration" program to highlight consistent policy application across both programs. This decision fostered shared responsibilities, streamlined resources, and encouraged collaboration, setting a best practice example during all-school meetings.
I concluded my tenure by securing EFMD accreditation for a full five-year term within an unprecedented timeframe of less than a year. This accomplishment highlighted my leadership practices and strategic approach, earning me opportunities to consult on business school quality assurance and present my findings at national and international conferences.
Case 5. Leading Learning Transformation in Business Education
In 2016, GSOM SPU sought my help to address the rising demand for hybrid and online learning across BSc, MSc, and EMBA programs. Faced with the decision to develop these capabilities in-house or rely on contractors, I advocated for an internal, long-term investment in the school’s digital capabilities. As a result, I oversaw the transformation of basement premises into a professional recording studio, implemented a financial incentive system for staff involved in online module development, and built a skilled studio management team, taking on the role of studio director.
The studio's success required continuous, year-round operation, involving a wide range of faculty and administrative functions. However, it soon became clear that simply building a state-of-the-art facility would not suffice to persuade faculty, especially senior professors, of the benefits of online or hybrid formats. Concerns over video recordings, audience engagement, and intellectual property rights had to be addressed to overcome faculty resistance. Recognizing this challenge, I shifted to a transformational leadership approach, aiming to foster enthusiasm for digital learning. II created a welcoming studio environment and introduced staff to the digital format gradually through smaller projects, such as scripted interviews and event videos. To gain further buy-in, I involved opinion leaders, including department heads and foreign professors, whose contributions were publicly acknowledged by top management.
Within a year, the studio team transformed the postgraduate induction to an online format, launched nine online modules for various levels, and supported multiple projects with major corporations. By the end of the academic year, I had submitted a development strategy showing 82% studio capacity booked for the following year, solely for learning and teaching projects. My studio team, now including representatives from Marketing and Admissions, PR, and Alumni departments, enabled the integration of the studio into core functions. We reduced the school’s reliance on outsourced content creation, reallocating funds to build in-house competencies. Promotional content created by the studio boosted social media engagement by 230%, effectively enhancing the school’s visibility.
As students became involved in studio operations—assisting with interviews, coordination, and promotional videos—requests emerged for student-led projects. I established two student working groups, increasing studio capacity by 30%. These groups created interactive assessments for modules like "Social Media Marketing" and "Marketing Communications," which resulted in an average 0.5–1.1-point increase in student evaluations, along with positive feedback. The scope of these groups expanded as they launched the school’s first podcast and a support team for Career Centre events. During my tenure as Director of the studio, we began to develop GSOM SPU’s digital learning competencies, helping project managers, professors, and students gain essential experience in online learning. This period underscored the importance of fostering a positive attitude toward digital transformation across the institution.
