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Библиогр.: 12 назв.

Bringing the idea of students` individual educational trajectories into focus, Russian universities employ an ‘educational supermarket’ model and take for granted that universities are capable of incorporating any novelty. This paper proves the opposite, i.e. universities use specific ‘filters’ to minimize external influence. New filters introduction is able to destabilize the system and make it sensitive to outside cues. This phase, with its sensemaking potential, is the most efficient for building educational trajectories. However, this phase is short, for universities tend to reduce volatility and complexity. They are ‘autopoietic’. Genuine individualization stems from a person`s understanding of value that he or she can create over the trajectory of their lives, which is above autopoietic frames of one university. This paper discusses a shift in focus – from individualization to blended value – with the central premise that value is itself a ‘blend’ of economic, environmental, social, political, and personal factors. This notion shifts the focus from a university as the center for a person`s individualization to a university as an equal stakeholder and actor that identifies and maximizes blended value.