«We Are All One»: A Conversation with the Academic and Creative Heads of the «Media Communications» Program

The «Media Communication» program at the Institute of Media is led by a unique dual leadership: Academic Head Irina Petrovna Kumanova and Creative Head Yulia Sergeevna Apollonova. In the interview, we discuss the secrets of their harmonious partnership, the distinctive features of the program, and why the Institute of Media is the premier choice for aspiring media professionals.

© © Olga Zotova for the HSE Media Institute

More Than Just Song and Dance

— It’s well-known that the «Media Communication» program has two heads. But what exactly do your respective roles entail?

I.P.: It’s a necessary structure because our program exists at the intersection of the academic and the creative. As the Academic Head, I am responsible for the program's content and its compliance with federal standards and the university’s internal policies and procedures. I design the curricula and set the strategic direction for the program’s development. Of course, I always consult with my colleagues — Yulia Sergeevna and the heads of our specializations — but ultimately, I decide the framework for how our students will learn. My role also involves upholding HSE’s core values, particularly academical ones; liaising with faculty from other departments; and resolving any disputes that may arise. That said, while I lead the program, decisions are never made unilaterally. Managing such a complex process alone would be a strategic mistake. We must consider a multitude of factors, so I rely on my colleagues, each of whom is a specialist with unique pedagogical, scientific, or managerial experience. A program can only thrive with solidarity and consensus. So, while I am responsible for many internal and external processes, I am not alone. I am supported by a tremendous team to whom I am deeply grateful.

Y.S.: A friend once asked me, «Remind me, what’s your title? Creative Director» I said, «No, I’m the Creative Head.» At first, we joked with colleagues that I always need to clarify my job isn’t just about «songs and dances» — though sometimes it involves that, too! I do collaborate with Irina Petrovna on certain processes, like our overall development strategy. However, my primary focus is on extracurricular activities and supporting student initiatives, integrating them into the Institute of Media's events. We frequently involve students as full participants in Doors Open Day, masterclasses, and seminars. This extends to external partnerships, such as our projects and joint conferences with Pirogov Russian National Research Medical University and the Russian State University of Justice, as well as collaborating on academic events with colleagues from the Center for the Development of Scientific Competencies.

© Photos from the personal archives of I. Kumanova and Y. Apollonova

There’s also, of course, an educational function: resolving conflicts and providing personal support for students. Irina Petrovna is involved in these areas as well. There are naturally some administrative zones that fall solely under her purview, but overall, we are both fully aware of all ongoing processes. It’s a symbiosis. The program is large, and it’s impossible for one person to manage every aspect. That’s why there are two of us; in essence, we are all one.

Pioneering the First «Media Communications» Program in the Russian Far East

— Irina Petrovna, before joining the Institute of Media, you worked at the Far Eastern Federal University (FEFU), where you developed the first bachelor's program in «Media Communications» in the Far East. Few can imagine what it takes to build a program from the ground up. What was that experience like?

I.P.: I worked at FEFU for ten years, starting as a documentation specialist in a department. In retrospect, beginning in that role gave me an incredibly diverse experience. I gained an inside understanding of educational processes and activities. Even as a document manager, I handled a wide range of issues, from teaching loads to drafting curricula with the guidance of senior colleagues.

© Photos from the personal archives of I. Kumanova and Y. Apollonova

Observing how the educational process was implemented, how students learned, and what results they had allowed me to gather multifaceted experience. I was also a graduate of that same department, so I had a three-dimensional perspective: as a student, a teacher, and an administrator. In 2018, I took over the «Publishing» bachelor's program. I introduced changes based on my experience and vision, aligning the program with our ideal of a graduate and the realities of the job market. We excelled at creating transmedia projects, for instance. At some point, we realized the program had become very modern and its name no longer fit; it needed something more relevant. During those years, we also built a close working relationship with HSE University’s Department of Media. The «Media Communications» program at FEFU was my initiative, building on the success of the «Publishing» program but making it more technological. At the time, there were fewer than 20 universities in Russia offering a program under the code 42.03.05 «Media Communications», and none in the Far East. We were the first to receive the license in 2021 and enrolled our first cohort in 2022. They are now in their third year, and the first graduates will complete the program next year.

— Does the «Media Communications» program at the Institute of Media differ in substance from what you developed at FEFU?

I.P.: The programs were different from the outset. At FEFU, my task was to focus on the local job market and available resources. Every course in the curriculum was justified by market demand and backed by the necessary personnel. I could dream up anything, but the immediate question was: who will teach it? Do we have qualified specialists? I surveyed graduates from the «Publishing» program and found that over 50% had moved to Moscow or St. Petersburg and found jobs in their field. I used to joke that we were training talent for those two cities. It sounded ambitious, but the numbers showed there was truth to it, so jokes are half-meant. Recently, I was reminiscing with graduates, and we agreed that despite the region's remoteness, our programs were never provincial. The industrial potential and human resources are crucial factors that cannot be ignored. We focused on what we did best and made it more technological — and we succeeded.

© Photos from the personal archives of I. Kumanova and Y. Apollonova

Here at the Institute of Media, the realities are different, and the program was created on a different principle. It might seem like similar processes — in FEFU I was a department director, here I manage a program — but the specifics are that «Media Communications» here is a very large program with four specializations. We have roughly 1,300 students and several dozen faculty members — the size of a department with multiple programs. This imposes certain constraints on control and management processes. Yet, despite its scale, the program is highly productive and functional, thanks to the unique conditions we’ve established for its effective operation.

On Mediatization, Digitalization, and the Philosophy of Media

— Yulia Sergeevna, you’ve mentioned that you approach any field of activity as a philosopher. I assume you bring this philosophical thought to your role as Creative Head. If so, what does it consist of?

I.P.: If I may, as an outside observer! Yulia Sergeevna doesn’t just bring a philosophical «vibe» to our big family. This is directly reflected in the curriculum, in the courses she teaches, and in their popularity among students — even though they aren't core media courses. For example, there’s a Philosophy Club that students attend enthusiastically; it was created at their initiative. This interest in philosophical disciplines influences the curriculum itself, as students request continuations of Yulia Sergeevna’s courses. Moreover, many philosophical principles and approaches inform the core values we’ve formulated for the program, which we actively promote and share with our students.

Y.S.: I completely agree! Here, we’re not talking about the history of philosophy. Nobody is studying that per se.

On my desk is a book called «Practical and Applied Philosophy», with a section by our colleague Alexander Vladimirovich Pavlov, Head of the HSE School of Philosophy and Cultural Studies. He is well-known to our students, having taught courses like «Film Analysis» and «Scientific Culture», and he supervises excellent term papers and theses — essentially works guided by a philosopher. Let me quote Alexander Vladimirovich: «Applied philosophy is not about philosophy mastering new problems on its own territory, but about philosophy — in all its diversity, armed with its methods and skills — addressing the pressing problems of everyday and public life.»

 

© Photos from the personal archives of I. Kumanova and Y. Apollonova

This, in fact, encompasses mediatization, digitalization — all those terms we list in every paper and article. This is not an overly broad judgment; it's the strength of philosophy to engage with everyday problems and make sense of modern life. And media reign there: Telegram, TikTok, Yandex.Dzen, and other social networks that shape our daily reality. The official classification for our field (5.9.9. «Media Communications and Journalism») allows our graduates to pursue doctoral degrees (Candidate or Doctor of Sciences) not only in Philology, Sociology, or Political Sciences but also in Philosophy.

As Irina Petrovna rightly noted, we — myself and other colleagues — bring a fundamental component to media studies. It allows us to move beyond simplistic content creation, so we’re not playing pat-a-cake here. This component introduces an element of conscious awareness into media production: the understanding that any media content is embedded in a historical situation and a specific socio-cultural context, and that it can and should possess certain values. Our audience is not a faceless mass. In a multimillion-user space, the audience is highly personalized. Therefore, understanding the philosophical-anthropological aspect of media is crucial. Who is our consumer? In this sense, fundamental knowledge, which may seem abstract, makes media very concrete and meaningful for the creator. It helps a person understand what they are making, why they are making it, for whom, and what the potential consequences are.

Our institute employs fundamental scholars from most humanities disciplines. This doesn’t exclude industry professionals; by our regulations, the State Examination Committee must have an equal number of academics and industry representatives. Final qualification projects are evaluated through this synthesis, and the program itself is managed the same way.

We have wonderful, responsive faculty members who are reliable and engaged in various projects. We meet at professional development courses; they, like the students, are constantly learning and improving their personal and professional skills. They are fantastic people and remarkable professionals.

Faculty and Students: A Family Dynamic | Teachers and Students: Parents and Children

— Every teacher defines their main purpose at the university differently. What does it mean for you?

I.P.: A university is an open environment. It’s not a closed space but a system with many rules and even mysteries — essentially, a whole city.

The exchange of professional competencies happens very easily here. This allows the program to remain open to the world. All programs are unique, with no set template for how students should learn. As IT specialists would say, «Media Communications» is an open-source program.

Y.S.: Educational goals can only be achieved if students meet faculty and program leaders halfway. They must understand that the knowledge and skills they leave with are their responsibility as much as ours.

There are many parables about how life sends people treasures and riches, but people fail to notice them, then blame fate for not satisfying their needs and desires. Therefore, besides the teachers and the academic council, students are themselves subjects of the educational process. All things being equal, everyone gets exactly as much as they are prepared, and, most importantly, want to take from these four years of study.

I.P.: It’s important for both students and teachers to remember that we are all focused on the result.

We were all students once and remember how teachers were sometimes perceived. However, one shouldn’t forget that teachers, like parents, are always on the student’s side. This might not always be obvious to a student due to their life experience, but it’s true — even when we have to take disciplinary measures. It doesn’t mean we’ve stopped loving our students or that we’ve stopped caring and worrying for them.

© Photos from the personal archives of I. Kumanova and Y. Apollonova

I realized long ago what a key motivation for my work at the university is. It brings me immense joy to see a student succeed. These are indescribable feelings, perhaps not easily understood by everyone. They are closest to parental feelings: when a child takes their first steps, says their first words. Every student's success feels the same. It is, as Yulia Sergeevna said, always a two-way effort.

These are profound, wonderful feelings that I’m sure I share with many of my colleagues. The success of your students is what inspires and sustains you in your work. We genuinely rejoice for the person, for their achievements, and how their life is unfolding. We saw how they worked towards it over the years, how they studied, made mistakes, and overcame them. It’s an important life journey, and our task is to be there to support and guide.

Ksenia Zhakova, third-year student of the «Journalism»

Translated by Alexandra Volkova, second-year student of the «Interactive Media and Digital Industries»