You are currently viewing a new version of our website. To view the old version click .
MDPIMDPI
Search all articles
Resources
Download PDF
  • Article
  • Open Access

22 November 2020

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

,
,
,
and
1
Faculty of humanities and sciences, St.-Petersburg Mining University, 199106 St Petersburg, Russia
2
Institute of History, St.-Petersburg State University, 199034 St Petersburg, Russia
3
Faculty of Integrated Security of the Fuel and Energy Complex, I.M. Gubkin Russian State University of Oil and Gas, 119991 Moscow, Russia
4
Institute of Philosophy, Darmstadt Technical University, 64289 Darmstadt, Germany
Resources2020, 9(11), 137;https://doi.org/10.3390/resources9110137
This article belongs to the Special Issue Resource Provision of the Sustainable Development under Global Shocks
Version Notes
Order Reprints

Abstract

This paper analyses the process of transforming specialist training systems for oil and gas projects in the Arctic, which has been taking place within the structure of education in Russia over the past decade. Using classical methods of analysis, synthesis, and classification, the authors studied the main global trends in training personnel for the Arctic and the manifestations of these trends in the system of training Russian specialists. To identify the qualitative characteristics of the educational system development, the authors applied the survey method and composed a list of leading universities in training personnel for the Russian Arctic, as well as the “Arctic professions of the future”. As a result of the study, the authors came to the conclusion that global trends in training “Arctic personnel” show the need to develop an interdisciplinary approach, to form basic knowledge in Natural Sciences, to study the socio-cultural specifics of the region, to develop new educational standards, to implement the concept of ‘Life Long Learning’, to widely introduce digital technologies and to internationalize education. In general, the Russian personnel training system is adapting to changing conditions, in particular, some progress has been made in the formation of “digital” competencies and skills to work in a developed IT infrastructure. The introduction of “digital fields” has led to an increase in the demand for IT specialists in the Arctic oil and gas sector. With the help of an expert survey, it was revealed that in the future, the most popular professions, along with “drillers” and transport specialists, will be IT specialists who ensure the “digital fields” functioning. The leading Russian universities that train specialists for modern oil and gas projects in the Arctic have been identified. It is noted that not all leading industry universities in Russia are participating in international educational projects and organizations. There is skepticism about the internationalization of education.

1. Introduction

In the vector of development of both the global and Russian economy, the Arctic is the most important region with a huge potential for the Russian oil and gas industry. According to experts, the Arctic zone of the Russian Federation has 7.3 billion tons of oil reserves and 55 trillion cubic meters of natural gas [1], so Russia is developing an extensive program to develop production capacities and realize the potential of the region [2].
Arctic resources are of considerable interest to non-regional powers. Thus, according to American analysts, the most aggressive policy is led by China, which, according to their estimates, is the largest investor in the Arctic countries [3,4]. Other major economies (Japan, Germany, France, Great Britain, etc.) are also actively expanding their participation in developing the region [5]. To a greater extent, they are suppliers of technologies that ensure the extraction of hydrocarbons on the Arctic shelf, as well as of competencies for working with these technologies.
Indeed, along with the intensification of economic activity in the Arctic region, the issue of improving the personnel training system has become more urgent. At present, there is a shortage of highly qualified specialists in the oil and gas industry in several specialties [6], ranging from workers to engineers and managers. This deficit will only increase as large-scale projects are implemented [6,7].
According to experts, at the moment, the most popular in the Arctic are highly qualified specialists in the sphere of extractive industry, in particular, specialists developing offshore oil and gas fields, ice-class marine shipbuilding, port, and shipping infrastructure, and others [4]. At the same time, successful implementation of oil and gas projects in the Arctic requires qualified specialists not only with higher, but also with professional education, as well as service and support personnel. In turn, until recently, the number of graduates with higher education was estimated at dozens of graduates per year. Today, the situation has somewhat changed: We can talk about several hundred graduates of various specialties. However, for example, in the near future, only for the development of the Barents Sea fields, there is a need for 15 thousand specialists with higher education, more than 50% of whom have a marine oil and gas education and a qualification of “mining engineer” [8,9].
Authors set goals to see the process of the transformation of the specialists training system for oil and gas projects in the Arctic occurring in the education structure in Russia over the last decade, for which it seems necessary to examine the major global trends in training for the Arctic; to trace the manifestations of these trends in the system of Russian specialists’ training; to identify the list of universities that are leaders in training for the Russian Arctic, preparing “Arctic jobs of the future”.

2. Materials and Methods

Despite a fairly large number of studies in the sphere of education for Arctic training [10,11,12,13,14,15,16,17,18], there is no consolidated international or Russian statistics on training specialists for the oil and gas industry in the Arctic at the moment. In this regard, this study focuses on studying the directions of transformation of the personnel training system.
Based on the analysis of modern foreign and Russian scientific literature on the problem of training personnel for work in the Arctic region, the main current global trends in the training of Arctic specialists were identified.
To identify qualitative characteristics for developing the educational system, in August 2020, an expert survey was conducted among the heads of educational and scientific organizations engaged in training Arctic personnel, as well as among representatives of mining enterprises and businesses in the oil and gas industry of the Russian Federation. The expert survey was sent to 42 respondents from 23 institutions. As a result, 30 experts participated in the survey: Unfortunately, 12 respondents could not participate (Table 1).
Table 1. Expert group description 1.
Using the methods of systematization and classification, we analyzed the scientific and educational programs for training personnel for the Arctic suggested by those universities that were named by experts to be the leading centers for training Arctic specialists. Based on the method of comparative analysis, the authors analyzed the level of compliance of scientific and educational programs at these universities with the selected global trends.

3. Results of the Expert Survey

According to the results of the survey, the experts identified themselves as specialists working in the following areas of professional activity:
  • Oil and gas complex—27%;
  • Science—27%;
  • Education—19%;
  • Business (Economics and consulting)—27%.
It is noteworthy that 100% of the respondents who took part in the survey agree with the statement that there is currently a shortage of qualified personnel for implementing Russian oil and gas projects in the Arctic.
The respondents were asked to assess the qualitative characteristics of the development of the educational system for training personnel for oil and gas projects in the Arctic.
The absolute majority of respondents note that today, in the process of training “Arctic personnel”, the importance of using digital technologies to solve professional problems is growing. They all emphasize the need to develop international cooperation in the sphere of training “Arctic personnel” and a practice-oriented approach to training specialists for Arctic projects. 13% of respondents in the sphere of economics/consulting (7% of respondents) and science (6% of respondents) question the statement that in the process of training modern specialists, the importance of mastering basic knowledge in meteorology, physics, biology, and ecology is growing, regardless of the direction of training. 28% of respondents also related to economics/consulting (20%) and education (8%) questioned the statement that the participation of universities from non-Arctic countries in training specialists for the Arctic contributes to increasing the effectiveness of Arctic projects (Table 2).
Table 2. Qualitative characteristics of the development of the educational system for training personnel for oil and gas projects in the Arctic (30 experts interviewed) 1.
Thus, all the surveyed representatives of the oil and gas industry and business, as well as the vast majority of representatives of science and education, note that all the above quality characteristics are necessary for training qualified modern specialists for oil and gas projects in the Arctic, thus confirming the need to implement an interdisciplinary, integrated and international approach in the educational process. In turn, it is noteworthy that representatives of business (economics and consulting) underestimate the role of interdisciplinary knowledge (knowledge of meteorology, physics, biology, ecology) and an international approach in training specialists. We dare to assume that this is due to the professional specifics of respondents who are focused on developing narrowly focused competencies and specific skills.
As a result of the survey, the top five Russian universities that train qualified specialists in the oil and gas sector that meet modern requirements for developing the oil and gas industry include: I. M. Gubkin Russian State University of oil and gas (28.2% of the total number of responses), Saint Petersburg Mining University (25.6%), Saint Petersburg Polytechnic University (12.8%), Northern (Arctic) Federal University (10.2%), Murmansk State Technical University and Ufa State Oil Technical University (5.1% each) (Table 3).
Table 3. Russian universities that train qualified specialists in the oil and gas sector that meet modern requirements for developing the oil and gas industry in the Arctic (30 experts interviewed) 1.
It is worth noting that representatives of extractive enterprises and businesses in the oil and gas industry (i.e., representatives of potential employers interested in university graduates), in addition to the obvious leading universities, also mentioned the following universities: Northern (Arctic) Federal University, Ufa State Oil Technical University, Murmansk State Technical University, Ukhta State Technical University, Tomsk Polytechnic University and North-Eastern Federal University named after M. K. Ammosov.
To analyze the objectivity of the university assessment, respondents were asked to answer the question: “Which university did you graduate from?”. The survey showed that four respondents (13%) indicated their “Alma mater” among the leading universities that provide training for Arctic oil and gas projects. Therefore, the psychological moment of commitment to “their own” university could play a role in the assessment, and this percentage can be considered a probable error. The high percentage of probable error can be explained by several reasons: First, the specifics of the expert survey, when a small number of professional participants take part in it; second, the specifics of the sphere the survey is aimed at.
The survey identified the most popular professions for Arctic oil and gas projects in the next 5–10 years. The experts named 21 professions, among which the most frequently mentioned were:
  • drilling engineers, including specialists in offshore drilling (14.3% of the total number of responses);
  • specialists in the sphere of marine transport—pilots, captains, security specialists in marine transport (14.3%);
  • database specialists—programmers (11.9%);
  • mining engineers (9.5%);
  • geologists (7.1%);
  • environmentalists (7.1%);
  • construction workers (7.1%).
The data obtained on the professions that will be in demand in the Arctic in the future are quite correlated with the list of universities that, according to experts, train qualified specialists in the oil and gas sector that meet modern requirements for developing the oil and gas industry in the region: The leading universities mentioned above train personnel in these specialties.
Given the complexity of living and working conditions in the Arctic, the absolute majority of experts surveyed (87%) consider it necessary to conduct special psychophysical training for future Arctic specialists.

5. Conclusions

The changes in the system of training specialists described in this work are aimed at minimizing the existing imbalances in the labor market in the Arctic zone of the Russian Federation.
The focus on high-tech technologies in the Arctic leads to an increase in the importance of human capital as a factor in the efficiency of economic development in the Arctic. It is obvious that as economic activity increases, the personnel deficit will increase. In this regard, based on existing forecasts, the training system should adapt to new challenges and adjust educational programs and directions. The future of the Arctic is in the hands of highly qualified specialists who have the skills to remotely control complex technological processes in oil and gas fields and marine transport.
In the twenty-first century, young specialists in the oil and gas industry who are being trained to work in the Arctic should acquire fluency in information technology and competence in working with complex robotics. Artificial Intelligence (AI) in the harsh natural conditions of the Arctic is already helping people, and in the near future, may even replace them.
At the same time, we can conclude that education is an important factor in preserving the unity of the social space of the Arctic. The development of international cooperation in the field of personnel training, in addition to practical educational tasks, makes it possible to strengthen cross-cultural ties that create the basis for sustainable development of the region.
As the results of the study showed, training personnel for work in the Arctic has a special specificity and often falls out of the general principles of ensuring the educational process. Global trends in training “Arctic personnel” show the need to develop an interdisciplinary approach, basic knowledge of natural sciences, to study the socio-cultural specifics of the region, to develop new educational standards, to implement the concept of ‘Life Long Learning’, to widely introduce digital technologies and internationalize education.
The analysis of Russian educational programs for training specialists allowed us to conclude that, in general, the domestic system of training is adapting to changing conditions, in particular, certain progress has been made in the formation of “digital” competencies and skills in the conditions of a developed IT infrastructure.
The introduction of “digital fields” has led to an increase in the demand for IT specialists in the Arctic oil and gas sector. With the help of an expert survey, it was revealed that in the future, the most popular professions, along with “drillers” and specialists in transport, will be IT specialists who ensure the functioning of “digital fields”.
Leading universities that train specialists for modern oil and gas projects in the Arctic are Gubkin Russian State University of Oil and Gas, Saint Petersburg Mining University, Peter the Great Saint Petersburg Polytechnic University, Lomonosov Northern (Arctic) Federal University, and Murmansk State Technical University.
At the same time, it should be noted that not all leading Russian universities are included in international educational projects and organizations, and there is skepticism about the internationalization of education. In addition, there is a catch-up nature of Arctic education in Russia and the lag of the education system from the general trends in the training of Arctic personnel, and the low competitiveness of Russian universities at the world level. Probably, the processes of cooperation, primarily in the field of oil and gas projects, are constrained by the continuing tense relations between the largest states of the Arctic region.

Author Contributions

Conceptualization, E.S. and D.M.; methodology, D.M.; validation, S.G. and A.N.; formal analysis, E.S.; resources, R.-E.K.; writing—original draft preparation, E.S. and D.M.; writing—review and editing, S.G. and A.N.; visualization, R.-E.K.; project administration, E.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Savard, C.; Nikulina, A.Y.; Mécemmène, C.; Mokhova, E. The Electrification of Ships Using the Northern Sea Route: An Approach. J. Open Innov. Technol. Mark. Complex. 2020, 6, 13. [Google Scholar] [CrossRef]
  2. Litvinenko, V. The Role of Hydrocarbons in the Global Energy Agenda: The Focus on Liquefied Natural Gas. Resources 2020, 9, 59. [Google Scholar] [CrossRef]
  3. Rosen, M.; Thuringer, C. Unconstrained Foreign Direct Investment: An Emerging Challenge to Arctic Security; CNA Corp.: Washington, DC, USA, 2017. [Google Scholar]
  4. Zagorskii, A.V. China accepts conditions in the Arctic. Mirovaya Ekon. I Mezhdunarodnye Otnos. 2019, 7, 76–83. (In Russian) [Google Scholar]
  5. Väätänen, V.; Zimmerbauer, K. Territory–network interplay in the co-constitution of the Arctic and ‘to-be’ Arctic states. Territ. Politi- Gov. 2019, 8, 372–389. [Google Scholar] [CrossRef]
  6. Sokolova, I.; Smorchkova, V.; Yusov, A. Human resources of the Russian Arctic regions. Public Adm. 2017, 19, 86–93. (In Russian) [Google Scholar] [CrossRef]
  7. Fadeev, A.M.; Larichkin, F.D.; Cherepovitsyn, A.E. Features of Training of Personnel for the Arctic Marine Hydrocarbon Fields Development. J. Min. Inst. 2011, 194, 332–338. [Google Scholar]
  8. Fadeev, A.M.; Cherepovitsyn, A.E.; Larichkin, F.D.; Tsvetkova, A.Y. Personnel Support for the Implementation of Offshore Projects in the Arctic as an Effective Tool for Strategic Management of the Oil and Gas Complex. The North and the market: Shaping the economic order 2018, 2, 16–25. Available online: http://www.iep.kolasc.net.ru/journal/files/2018-2.pdf (accessed on 30 August 2020). (In Russian).
  9. Fadeev, A.M.; Cherepovitsyn, A.E.; Larichkin, F.D. Strategic Management of the Oil And Gas Complex in the Arctic; KSC RAS: Apatity, Russia, 2019; pp. 217–225. [Google Scholar]
  10. Keskitalo, P.; Määttä, K.; Uusiautti, S. Sámi education in Finland. Early Child Dev. Care 2012, 182, 329–343. [Google Scholar] [CrossRef]
  11. Uusiautti, S.; Happo, I.; Määttä, K. Challenges and Strengths of Early Childhood Education in Sparsely Populated Small Provinces the Case of Lapland, Finland. Br. J. Educ. Soc. Behav. Sci. 2014, 4, 562–572. [Google Scholar] [CrossRef]
  12. Määttä, K.; Uusiautti, S. Arctic Education in the Future. In Human Migration in the Arctic; Uusiautti, S., Yeasmin, N., Eds.; Palgrave Macmillan: Singapore, 2019; pp. 213–238. [Google Scholar]
  13. Vasilyeva, O.E.; Dmitrieva, A.A.; Gdalin, D.A.; Ilyinsky, S.V.; Popov, M.I. High education and human resources in the Russian Arctic region: Problems and particular qualities of development. IOP Conf. Series Earth Environ. Sci. 2020, 539. [Google Scholar] [CrossRef]
  14. Veretennikov, N.P.; Agarkov, S.A.; Kozmenko, S.Y.; Ulchenko, M.V. Features of Marine Education in the Arctic Region. In Proceedings of the 2018 XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES), St. Petersburg, Russia, 14–15 November 2018; Saint Petersburg Electrotechnica University: Saint Petersburg, Russia, 2018; pp. 175–177. [Google Scholar]
  15. Kudryavtseva, R.-E.A.; Guseva, N.A.; Koroleva, J. Arctic education in the field of polar research. IOP Conf. Series Earth Environ. Sci. 2020, 539. [Google Scholar] [CrossRef]
  16. Nikolaeva, A.D.; Neustroev, N.D.; Neustroeva, A.N.; Bugaeva, A.P.; Shergina, T.A.; Kozhurova, A.A. Regional model of indigenous education: The case of the Sakha republic (Yakutia). Int. Trans. J. Eng. Manag. Appl. Sci. Technol. 2019, 10, 10A19M. [Google Scholar]
  17. Pitukhina, M.; Tolstoguzov, O.; Privara, A.; Volokh, V. Transarctic cooperation potential evaluation of northern universities: Research performance of arctic universities’ education indicators. In Proceedings of the 12th International Technology, Education and Development Conference, Valencia, Spain, 5–7 March 2018; IATED: Valencia, Spain, 2018; pp. 4103–4113. [Google Scholar]
  18. Gaski, M.; Halvorsen, P.A.; Aaraas, I.J.; Aasland, O.G. Does the University of Tromso- The Arctic University of Norway educate doctors to work in rural communities? Tidsskr. Den Nor. Legeforening 2017, 137, 1026–1031. [Google Scholar] [CrossRef]
  19. Arruda, G.M. Sustainable Energy Education in the Arctic: The Role of Higher Education; Routledge: London, UK, 2020; p. 278. [Google Scholar]
  20. Kudryashova, E.V.; Nenasheva, M.V.; Saburov, A.A. Network Interaction of Universities in the Context of the Russian Arctic Development. Vysshee Obraz. v Ross. 2020, 29, 105–113. (In Russian) [Google Scholar] [CrossRef]
  21. Djamilia, S.; Kuzaeva, A.; Glushkova, A. Formation of a database of indicators and analysis of the environmental and socio-economic vital activity spheres of Russian Federation Arctic zone municipalities. Int. J. Syst. Assur. Eng. Manag. 2019, 11, 1–25. [Google Scholar] [CrossRef]
  22. Skripnuk, D.F.; Kikkas, K.N.; Safonova, A.S.; Volodarskaya, E.B. Comparison of international transport corridors in the Arctic based on the autoregressive distributed lag model. IOP Conf. Series Earth Environ. Sci. 2019, 302. [Google Scholar] [CrossRef]
  23. Kruk, M.; Semenov, A.; Cherepovitsyn, A.; Nikulina, A. Environmental and economic damage from the development of oil and gas fields in the Arctic shelf of the Russian Federation. Eur. Res. Stud. J. 2018, 2, 423–433. (In Russian) [Google Scholar] [CrossRef]
  24. Didenko, N.I.; Skripnuk, D.F.; Mirolyubova, O.V. Urbanization and Greenhouse Gas Emissions from Industry. IOP Conf. Series Earth Environ. Sci. 2017, 72, 012014. [Google Scholar] [CrossRef]
  25. Sharok, V.; Iakovleva, I.; Vakhnin, N. Social and psychological aspects of individual adaptation in Arctic conditions. IOP Conf. Series Earth Environ. Sci. 2019, 302, 1. [Google Scholar] [CrossRef]
  26. Tatianina, L.; Vakhnina, E. Personal determinants of trust in Arctic ships’ crews. IOP Conf. Ser. Earth Environ. Sci. 2020, 554, 012007. [Google Scholar] [CrossRef]
  27. Berge, S.T. Pedagogical Pathways for Indigenous Business Education: Learning from Current Indigenous Business Practices. Int. Indig. Policy J. 2020, 11, 1–20. [Google Scholar] [CrossRef]
  28. Vizina, Y.; Williamson, K.J. Indigenous Peoples and Education in The Arctic Region; United Nations Department of Economic and Social Affairs: New York, NY, USA, 2017; pp. 41–64. [Google Scholar]
  29. Määttä, K.; Hyvärinen, S.; Äärelä, T.; Uusiautti, S. Five Basic Cornerstones of Sustainability Education in the Arctic. Sustainability 2020, 12, 1431. [Google Scholar] [CrossRef]
  30. Arctic National Scientific-Educational Consortium. Available online: http://arctic-union.ru (accessed on 30 August 2020). (In Russian).
  31. Center of Competence in the Sphere of Engineering and Technology of Field Development in the Arctic. Available online: https://spmi.ru/rezultaty-nauchnoy-deyatelnosti (accessed on 30 August 2020). (In Russian).
  32. ‘Gazpromneft-Polytech’ Research and Education Center. Available online: https://gpn.spbstu.ru/projects/ (accessed on 30 August 2020). (In Russian).
  33. Arctic Floating University. Available online: https://narfu.ru/science/expeditions/floating_university/2020/ (accessed on 30 August 2020). (In Russian).
  34. Areas of MSTU Training. Available online: http://abit.mstu.edu.ru/ (accessed on 30 August 2020). (In Russian).
  35. Comprehensive Research of the Arctic Shelf. Available online: https://tpu.ru/research/fields/arctic (accessed on 30 August 2020). (In Russian).
  36. Master’s Program “Study of Siberia and the Arctic”. Available online: http://tssw.ru/page/magisterskaya-programma-izuchenie-sibiri-i-arktiki/ (accessed on 5 November 2020). (In Russian).
  37. Arctic Field Study Semester. Available online: https://www.mcgill.ca/arctic/academic (accessed on 13 September 2020).
  38. Northern Studies. Available online: https://www.unbc.ca/northern-studies (accessed on 13 September 2020).
  39. Arctic and Northern Studies Program. Available online: https://www.uaf.edu/arctic/ (accessed on 13 September 2020).
  40. Programs and Courses of University of Northern British Columbia. Available online: https://www.unbc.ca/programs (accessed on 13 September 2020).
  41. Adapting To Change UK Policy towards the Arctic. Available online: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/251216/Adapting_To_Change_UK_policy_towards_the_Arctic.pdf (accessed on 13 September 2020).
  42. Science and Innovation Network (SIN). Available online: https://www.gov.uk/world/organisations/uk-science-and-innovation-network (accessed on 13 September 2020).
  43. QS Top. Universities. Available online: https://www.topuniversities.com/ (accessed on 13 September 2020).
  44. Youth Policy of “Rosneft” Company. Available online: https://www.rosneft.ru/Development/personnel/young_specialists/ (accessed on 30 August 2020). (In Russian).
  45. Kudryashova, E.V.; Sorokin, S.E.; Bugaenko, O.D. University-Industry Interaction as an Element of the University’s «Third Mission». Vysshee Obraz. v Ross. 2020, 29, 9–21. (In Russian) [Google Scholar] [CrossRef]
  46. Professional Retraining Program “Procurement and Logistics of Offshore Projects in the Oil and Gas Industry”. Available online: http://www.mstu.edu.ru/press/ads/16-07-2019/zakupkiilogistikashelf.shtml (accessed on 30 August 2020). (In Russian).
  47. Additional Educational Program “At the Start!”. Available online: https://gpn-nastart.ru/ (accessed on 30 August 2020). (In Russian).
  48. Makhovikov, A.B.; Katuntsov, E.V.; Kosarev, O.V.; Tsvetkov, P.S. Digital transformation in oil and gas extraction. In Innovation-Based Development of the Mineral Resources Sector: Challenges and Prospects; CRC Press: Boca Raton, FL, USA, 2018; pp. 531–538. [Google Scholar]
  49. Dmitrievsky, A.N.; Eremin, N.A. Big geodata in the digital oil and gas ecosystem. Energy Strategy 2018, 2, 31–39. [Google Scholar]
  50. Abukova, L.A.; Borisenko, N.Y.; Martynov, V.G.; Dmitrievsky, A.N.; Eremin, N.A. Digital modernization of the gas complex: Scientific research and personnel support. Sci. J. Russ. Gas Soc. 2017, 4, 3–12. [Google Scholar]
  51. Kosarev, O.V.; Tcvetkov, P.S.; Makhovikov, A.B.; Vodkaylo, E.G.; Zulin, V.A.; Bykasov, D.A. Modeling of industrial iot complex for underground space scanning on the base of arduino platform. In Topical Issues of Rational Use of Natural Resources 2018; CRC Press: Boca Raton, FL, USA, 2019; pp. 407–412. (In Russian) [Google Scholar]
  52. Gafurov, A.R.; Skotarenko, O.V.; Nikitin, Y.A.; Plotnikov, V.A. Digital transformation prospects for the offshore project supply chain in the Russian Arctic. IOP Conf. Series Earth Environ. Sci. 2020, 554, 012009. [Google Scholar] [CrossRef]
  53. Litvinenko, B.C.; Dvoinikov, M. Methodology for determining the parameters of drilling mode for directional straight sections of well using screw downhole motors. J. Min. Inst. 2020, 241, 105. [Google Scholar] [CrossRef]
  54. Chudinova, I.; Nikolaev, N.; Petrov, A. Design of domestic compositions of drilling fluids for drilling wells in shales. In Youth Technical Sessions Proceedings; CRC Press: Boca Raton, FL, USA, 2019; Volume 1, pp. 371–375. [Google Scholar]
  55. “Gazprom Neft” on the Path of Comprehensive Digital Transformation. Available online: https://news.myseldon.com/ru/news/index/203832229 (accessed on 30 August 2020). (In Russian).
  56. Tkacheva, V.L.; Grinyaev, S.N.; Pravikov, D.I.; Fatyanov, A.A.; Shushkevich, Y.A. Fuel and Energy Complex in the Era of Digital Economy Formation: Application of Digital Economy Technologies in Power Engineering; Gubkin Russian State University of Oil and Gas (SRI): Moscow, Russia, 2019; p. 234. (In Russian) [Google Scholar]
  57. Gubkin University Has Created A Training Laboratory for Studying The Means of Detecting Computer Attacks. Available online: https://gubkin.ru/news/detail.php?ID=39680&sphrase_id=9160622 (accessed on 30 August 2020). (In Russian).
  58. Study in Russia. UArctic. Available online: https://education.uarctic.org/universities/russia/ (accessed on 30 August 2020).
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Article Metrics

Citations

Article Access Statistics

Journal Statistics
Multiple requests from the same IP address are counted as one view.
Download PDF
Sprayer Axial Fan Layout Affecting Energy Consumption and Carbon Emissions
Previous
Technical Aspects of Mining Rate Improvement in Steeply Inclined Coal Seams: A Case Study
Next