Modern higher education’s central issue – educational inefficiency among a considerable portion of students – is examined in close conjunction with developing relationships of trust within universities. The main goal of this article is to reveal the issue of educational inefficiency among Russian college students and to present trust within universities as a vital resource for solving the issue. The article interprets the basic concepts of trust within universities and students’ educational inefficiency. Trust within universities is shown to be a predictor for developing stable motivation in education, as well as students’ professional inclinations, which ultimately define success in education and human capital quality. Sociological analysis revealed the source of students’ educational inefficiency, as well as how it transfers through all levels of education – from preschool to university. Determined are the risks associated with an increase in the magnitude of students’ educational inefficiency and with an emergence of imitational strategies in universities, which serve to conceal this phenomenon. Brought forth is the issue of educational inefficiency being concentrated among students attending provincial universities. The authors maintain that “two-way” trust could become a factor in overcoming such inefficiency in universities – both on behalf of students towards other educational collectives, primarily the scientific-pedagogical community and administrative personnel, and coming from these university collectives towards students. This article reveals the main characteristics of such mutual trust, which can act as a resource for overcoming students’ inefficiency. Illustrated is the purpose for developing and fortifying trust within universities, based on the economic and socio-cultural necessity to transform those students who are experiencing trouble in the academic field into professionally and socially successful actors. The dominant idea in their life after university should be pursuing an aptitude for achievement in vital fields of activity.

higher education, trust in the University, educational failure / success of students, educational communities, human capital of students, educational motivation, professional orientation, professional self-determination of students

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