ABSTRACT
THROUGH THE LATE EIGHTIES THE SOVIET UNION SUPPORTED A STRONG state system of higher education based on the Napoleonic model with a bifurcation of teaching and research. On the one hand, there was a select set of national academies for basic research, often adjacent to the lead universities; related to these were numerous institutions for applied and development research. On the other hand, there was a modest number of universities for high-level teaching and many additional institutions for advanced specialized training. This bifurcated system was responsible for the Soviet Union’s remarkable accomplishments in scientific research as well as an impressive record of access and equity. But there was a price paid in terms of constrained academic freedom. In the midst of the 1980s’ perestroika movement a decision was made to abandon the centralized bifurcated system-towards autonomous universities where there would be an integration of research and teaching. This policy was partly based on the new democratic ethos. But equally compelling was the economic collapse, which led to a sharp reduction in the state’s capacity to support various responsibilities, including that of supporting higher education. So universities were asked to look after themselves, to become more autonomous.
