**Management Team As a Factor of University Transformation**

Russia has undergone several stages of transformation in higher education, the most significant of which has been initiated by the state program "Priority 2030." For successful implementation, it is essential to understand the factors that influence effective changes within the university environment. Research indicates that the management team is a key factor in this transformation, as state policy delegates university management to qualified managers who are expected to be the "locomotive" of change.

Recognizing the management team's role in this process is crucial. The study identified institutional barriers faced by the team when implementing changes and factors that facilitate overcoming these barriers. Interviews were conducted with experts in higher education and senior leaders of universities participating in "Priority 2030."

The thematic analysis revealed two dimensions of the management team's role: internal and external. The internal role involves influencing the managerial, methodological, and cultural environment of the university, while the external role pertains to connections with external actors that affect transformation effectiveness.

Key findings:

The management team is a key element of the transformation because it:

• Determines changes within the university.
• Connects the university with the external environment that influences project funding.

The team faces barriers such as:

• Contradictions between transformation tasks and current responsibilities.
• Resistance from staff to new managerial practices.
• Fragmentation among university structures.

Factors that help overcome these barriers include:

• Opening communication channels and fostering a culture of change.
• Utilizing the rector's leadership as a "champion" of transformation.
• Legitimizing practices by demonstrating effectiveness.
• Engaging competent personnel for transformation tasks.

For effective interaction with external stakeholders, the management team must find a balance between governmental trends and its own identity in the implementation of the development program.

The results, interpreted through a neo-institutional framework, hold significance for both the Russian context and the broader transformation of higher education globally.