The Summer School of the Specialized Educational and Scientific Center of Novosibirsk State University as a Model of Talent Management and Career Guidance: Organizational-Economic and Personnel Aspects

Original article

DOI: 10.15293/1812-9463.2603.02

Olga V. Petrovskaya
“Talent and Success” Educational Foundation, Sirius Federal Territory, Russia

Alexandra T. Chernykh
Novosibirsk State Pedagogical University, Novosibirsk, Russia

 

 

Abstract.

Introduction. Problem. In the current system of working with gifted schoolchildren, specialized summer schools are often viewed as optional or leisure activities rather than as a strategic talent management tool. This leads to an underestimation of their organizational, economic, and personnel potential, as well as a fragmented analysis of their role in shaping lifelong educational trajectories. The aim of this article is to analyze the Summer School of Physics, Mathematics, and Chemistry and Biology of the Specialized Educational and Scientific Center of Novosibirsk State University (SESC NSU) as a comprehensive talent management model combining educational, career guidance, and personnel objectives.

Methodology. The study was conducted in a case study format using documentary analysis (official orders, regulations, and Summer School reports for 2023–2025), statistical analysis of quantitative performance indicators, and a comparative analysis with other Russian summer school models.

Results. The NSU Summer School has been found to have a sustainable organizational and economic model and a multi-tiered selection system (invitational and open competition). Approximately 800 students from more than 50 regions of the Russian Federation and the CIS countries study at the school annually; approximately 39 % of Summer School participants are admitted to the NSU Summer School. A steady increase in the number of participants from the NSU Summer School in the regional and final stages of the All-Russian School Olympiad has been recorded (from 333 participants in the regional stages in 2022 to 421 in 2025). A key effect is the “personnel elevator” mechanism: Summer School graduates → SESC students → NSU students → Summer School and SESC teachers/educators. In 2023, 153 teachers and 64 educators from among NSU students and graduates were involved in the school’s work.

Conclusions. The pedagogical innovation involves the design and empirical validation of a talent management model that integrates three levels of objectives (educational, career guidance, and personnel) within a single summer project. Unlike existing practices, where summer schools implement only individual functions, the proposed model operates as a closed loop: selection → training → return of graduates as a teaching and management reserve. This ensures the continuity of educational trajectories, reduces personnel risks for the university and research center, and creates a sustainable internal talent pipeline. Its innovative nature is confirmed by quantitative data on the return of participants to teaching and the Summer School’s contribution to the academic achievements of the NSU Specialized Scientific Center.

Keywords: specialized summer school; talent management; talent pool; NSU Specialized Educational and Scientific Center; gifted children management model; educational ecosystem; case study.

For Citation: Petrovskaya O. V., Chernykh A. T. The Summer School of the Specialized Educational and Scientific Center of Novosibirsk State University as a Model of Talent Management and Career Guidance: Organizational-Economic and Personnel Aspects. Journal of Pedagogical Innovations, 2026, no. 3 (83), pp. 17–34. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2603.02

 

 

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Information about the Authors

Olga V. Petrovskaya – Head of the Alumni Support Center, “Talent and Success” Educational Foundation, Sirius Federal Territory, Russia, https://orcid.org/0000-0003-0092-3262, olgavpetrovskaya@yandex.ru

Alexandra T. Chernykh – Postgraduate Student, Assistant at the Department of Theory and Methodology of Educational Systems, Novosibirsk State Pedagogical University, Novosibirsk, Russia, https://orcid.org/0009-0009-5565-8903, aleksandraalsufeva@gmail.com

Authors’ contribution: Authors have all made an equivalent contribution to preparing the article for publication.

The authors declare no conflict of interest.

Received: 05.06.2026; approved after peer review: 15.07.2026; accepted for publication: 18.08.2026.