The article presents the interim results of a comparative analysis of practices for implementing modern frameworks of engineering education in European and Russian universities. The research was conducted in the Ural Federal University (Russia) and the University of Dunaújváros (Hungary). These institutions are being actively transformed in line with global trends in the development of higher education and have a similar socio-cultural background. About 1% of students from each University participated in the study by random sampling. The effectiveness of training future engineers is a multi-part value including assessments of the main actors of the educational process, i.e. teachers and university administration, their contribution to training future engineers, which can be measured by formal characteristics of educational process, e.g. curricula, facilities, etc.; employers, in terms of the need for the profession in the labor market, as measured by the actual demand for labor and the cost of engineering work; students’ assessment in the form of personal perception of the teaching methods effectiveness. The data obtained will allow us to evaluate the dynamics of the institutional environment of modern engineering education, identify nonlinear effects of institutionalization of modern practices of professional training of technical specialists, and form proposals for removing or easing the most acute inter- and intrainstitutional contradictions faced by the subjects of interaction in the field of engineering education.