FROM SOVIET TO GLOBAL: RETHINKING UNIVERSITIES AND THE FORMATION OF SCIENTIFIC AND TECHNOLOGICAL CLUSTERS
DOI:
https://doi.org/10.17072/2219-3111-2025-4-39-51Keywords:
post-Soviet universities, scientific and technical clusters, marketization of education, internationalization, academic freedom, higher educationAbstract
This article examines the evolution of (post)Soviet university clusters in the context of global changes in higher education. Based on an analysis of Maya Chankseliani's monograph "What happened to the Soviet University?" which investigates the processes of marketization, internationalization, and transformation of institutional autonomy in former Soviet universities, the paper explores the development of scientific and technical clusters in the suburbs of Moscow and Leningrad/St. Petersburg. The study reveals the contradictions between national interests and global ambitions of universities, as well as issues of academic freedom in the post-Soviet space. Despite significant changes, former Soviet universities maintain their leading role in national higher education systems, adapting to new economic and social realities. The article argues that the transformation of university clusters in the post-Soviet space occurred in the context of global changes in higher education, characterized by processes of marketization, internationalization, and transformation of institutional autonomy. While university clusters are often viewed primarily as spaces for producing practically oriented scientific knowledge aimed at meeting the needs of industry and business, this approach is limited and does not fully reflect the potential of universities in modern society. The author proposes rethinking the role of university clusters not only as a link between science and industry but also as a key element in shaping civil society and producing social meanings. In this context, university clusters should be viewed as multidimensional ecosystems that unite educational institutions, research centers, innovative enterprises, and various civic communities. To implement this expanded concept of university clusters, changes initiated from within the institutions themselves are necessary. This involves overcoming existing barriers such as low levels of trust and passivity in university communities, as well as developing new forms of interaction with various social groups and public organizations. The article concludes that rethinking university clusters as spaces not only for producing practical knowledge but also for shaping civil society and social innovations is a key direction for their further development in the post-Soviet context and beyond.References
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