• The authors:
    Vladimir V. Petrov
  • Issue: July 24-26th, 2019
  • Pages: 577-583
  • URL:
  • DOI:

Abstract. In conditions of system reforms in Russia significant changes
happened in a structure of scientific-educational sector that are distinctly
revealed in the governmental aim to transfer scientific research from a
sector of science to education. The sample is the American system of
science and high education organization, which is chosen for comparison
appealing to international university ratings: more than a half of the first
hundred universities are American, and as we know the USA have a
leadership potential in a sphere of innovations.
However, attempts to adapt this model to the Russian conditions do not lead
to a qualitative breakthrough in the development of the scientific leadership
of Russian universities on the world scientific and educational market. The
goal of the work is to identify the factors hindering the development of
scientific leadership of Russian universities in changing sociocultural
conditions. To achieve this goal, we turn to the implementation of the basic
organizational principles of successful research universities: first, the high
proportion of research expenditures in the budget of universities; and,
secondly, the training of specialists with the highest scientific qualifications
at the university.
For achievement this goal, the comparative analysis of the concepts of
research and federal Russian universities development in the context of
sociocultural transformations is carried out. The method of philosophical
conceptualization allowed us to present a new level of analysis of the of
science and education development and to overcome the fragmentation of
approaches to its study. Socio-cultural and cultural-philosophical
approaches used in the framework of the work made it possible to
generalize the value character of the theoretical materials obtained.
As a result of the analysis, it is indicated that the “american” model of
university development taken as a basis is fundamentally different from the
Russian model of interaction between science and education. There are
serious limitations that restrain the adaptation of this model and limit the
scientific leadership of Russian universities in the global scientific and
educational market. These restrictions include: firstly, these are conceptual
DOI: 10.22363/09669-2019-577-583
limitations – in the USA a notion “research university” has a factual and not
a formal character as it is made in the Russian Federation in a way of
directive assignment. Secondly, resource limitations – in Russia the leading
universities that received a status of “national research” are fully
governmental institutions of high education and do not have own recourses
and a high grade of autonomy. Thirdly, normative limitations essentially
limit the development: in the legislation of the country there is no a united
clear definition of a place and a role of research universities in a national
innovative system; mechanisms of their interaction with academic
institutions in conditions of the Russian Academy of Science reformation
are not emphasized.
It is shown that without removing these limitations the movement of the
center of fundamental knowledge production from academic institutions to
universities, which is a prerequisite for scientific leadership, will be highly
problematic. In turn, it will lead to a situation when research universities
that still follow Humboldt traditions will have a risk to become “mass
universities of a modern type” that will implement absolutely another
function instead of generating new knowledge – providing a management
apparatus with working places with a full or partial employment of students
and professorial teaching staff.
Keywords: science and education interaction, research universities

Vladimir V. Petrov
Novosibirsk State University, Novosibirsk, Russia,
Institute of Philosophy and Law of the Siberian Branch of Russian
Academy of Sciences,Novosibirsk, Russia, e-mail:
ORCID ID: 0000-0003-0511-857X

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