University spatial networking in world educational models
<b>Subject</b>. This article discusses the impact of the spatial organization of the university network on the convergence of world educational models. <b>Objectives</b>. The article aims to test the hypothesis that the geography of universities in countries with the Anglo-Saxon and continental higher education patterns is the source of convergence of these models. <b>Methods</b>. For the study, we used the methods of comprehensive analysis and characterization. <b>Conclusions</b>. The spatial organization of the university network is rated as the driving force of the growing trend of convergence of the world's higher education models. The uniformity of the territorial distribution of high-rated master's programs demonstrates the rational placement of the university network as a resource of socio-economic development of regions in Great Britain and the USA (Anglo-Saxon model), and France and Germany (continental model). The spatial organization of the university network is a factor of the convergence of the Anglo-Saxon and continental models. However, this feature is not reflected in the spatial organization of the university network of Russia.