Topicality of the research is confirmed by increasing student involvement into the educational process, when not only the academic staff and administration participate in the improvement of higher education institution’s activity, but also education customers – students. This adds a new dimension to the issue of monitoring education quality and student satisfaction with higher education. This issue echoes the ideas of M. Weber about the relationship between such components as cognitive motivation, personal development and student satisfaction with higher education. Besides, it is essential to focus on the approach of R. Barnet to defining the quality of education with the emphasis on a priority of development of an educational institution as the system that meets customers’ needs. Monitoring student satisfaction with education quality has become an integral part of the educational process not only in a number of European universities, which have used this monitoring for decades, but also in Russian universities, which are interested in education quality improvement. Leading universities in Russia, including Peter the Great St. Petersburg Polytechnic University, are implementing policies targeted at increasing student satisfaction with higher education quality. Education quality monitoring as a key element in the system of providing feedback to students contributes greatly to this process.

The connected factories and the internet of things raise new concerns in the field of the future competences that will be required by the labour market and that should be formed by academic institutions through educational programs. The new technologies and the digitalisation of everything will change the structure of the skills needed for enterprises; thus, the new human beings' role will arise. In this context, machines will replace people at the routine functions including the simplest decisions to be made, but the human beings should be able to check, to control and to correct the functioning and choices made by machines. The machine learning algorithms compete with the traditional system of humans training; the division of labour is to be extended to the division of education.The academic institutions are looking for new functional roles in the societal and social-economic space. The future business will need the innovative reasoning and competences of making choice in complex changing environment with an infinite diversity and deep humanity as a determinant for profitability. Education as traditional transfer of knowledge looses its importance due to the overload of information in the Internet, but its role even increases for transmission of culture and of thinking.This conceptual paper reveals essential features of the new functional and system roles played by the educational institutions within the industry 4.0 context, taking into account the combination of the total digitalization and the global knowledge society fostering.

The article examines features of stability and transformation of the personality type emerging as a normative and value image of the modern Russian society. Based on approaches of Erich Fromm, David Riesman, Yuri Levada, two trends can be revealed: one of them aims to preserve those archetypal characteristics so typical of "Soviet human", another one deals with formation of new properties that would meet goals of market oriented society and define features of individual success. Russian society is characteristic of global processes of values modernization, reasoned by R. Inglehart and C. Welzel, and reflecting individual's pursuance of greater personal freedom and self-expression. The new value system of the Russians is still nascent; giving up on old social and cultural reality is of phantom nature. Previous research analysis allows concluding that the personality type is balancing between two poles, caused by socio-economic conditions fluctuation, poor establishment of institutional factors for system implementation of the new model, missing of a clear vision of the future, which could serve as a reference. Russian society appears to be split according to the typological dominance factor into two groups -active and passive. The problem arises on how lack of uniform symbolic and semantic field effects the modern personality type formation as it leads to social relations mobility, ongoing risk and complex processes in semio-phychological space. However, the personality type instability may be also caused by socio-cultural specifics, traditions, lack of public communication space development, preservation of former institutional structures and a particular lifestyle.

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The training and education systems can utilise the neuro-web and neuro-technologies for communicating and transferring knowledge and competencies and for correcting problems in the reality' reflection, perception and understanding. The advantage of neuro-communications is built on the capacity to detect directly individuals' perverse behaviours or attitudes, and to influence directly the emotions, feelings or sensations. The implementation of the neuro-technologies for the educational purposes permits one to adapt the process of getting and applying knowledge and skills with a higher level of individualization and concretization. Understood in this wide sense, the education or training process is similar to the socialisation, the knowledge and experience transfer concerns any situations of learning, as well everyday situations in the organisational or economic behaviour, in professional growth and in the social construction of networks of cultural activities. This paper aims to contribute to the analysis of the neuro-technologies within the knowledge transfer through the conceptual study of the potential ways of the neural networks' implementation to exchange the skills and competences and to communicate the experience of a student towards a teacher, taking into account that in different moments any of the roles can be played by the actors.The purpose of this conceptual analysis is to structure the approaches of the neurocommunications and to configure the ethical vision of the potential, carrying out the neuro-research, in cognitive economics or in the knowledge transfer.