2. Classical Research University

Gradually, with the development of sciences and education, scientific research and inquiries widely came into the university practice. The master`s figure was enriched with the figure of researcher. In the period of XVII– XVIII centuries, a new university type branched off the industrial corporation. As a result, in the beginning of XIX century Humboldt and Fichte established a new type of University that later became the model of German Classical Research University. Its fundamental practice consisted in science and art studies, classical knowledge transmission. The development of sciences was the basis of this university type. New sciences appeared which caused the appearance of new University disciplines.

With the growth of university numbers, the figure of the scientist was replaced with the figure of a professor and teacher, universal knowledge holder. That was the formation of a new type of teaching – a professor was seen as a scientific knowledge holder as well as a teacher who familiarizes students with the true science and art. The phenomenon of live contact still exists, but it has also gained universal character. The teacher shares not only his/her own experience, but also the universal experience of generations, estranged knowledge. This model was adopted by all the European countries and Russia as well. Moscow University established by M. Lomonosov also followed this model.

3. Factory University

Gradually by XX century, by the beginning of the intensive industrial development, Factory University had come into demand. This type of University prepared a great number of specialists to satisfy the needs of the developing economy. This is the type of University where science takes the sidelines and, instead of assimilating the scientific basics, students assimilate different systems of knowledge, packed in academic subjects. Moreover, students learn a great number of subjects (about 80-100 academic subjects). This mass model is more productive. This is a kind of an educational conveyor, following the curriculum. A new figure appears here – that of a teacher-specialist who, following the standard scheme, transfers estranged knowledge. His task was to prepare hundreds and thousands of specialists who know and can use a standard set of actions and procedures.

This model is still followed by the majority of Russian Universities. Due to the rapidly developing economy, knowledge growth and amplification (the quantity of knowledge doubles every 5 years), the boost of professional requirements, this University type is lagging behind the development and losing its positions. This is the reason why Professional Education is getting into crisis now. It needs reconsideration and university types restructuring.

4. Supermarket University

After World War II, due to democratization and mass spread of education, education in developed countries is becoming a more and more affordable and open branch of economy, bringing high income that causes its commercialization. Education is seen as buying and selling service here. University is understood as a big supermarket with a great number of services to be bought. A student goes round this supermarket and chooses services that he needs. Не takes these services as a customer puts goods into his basket at a supermarket.

This model was worked out in American universities. This type is associated with the credit system of education. Students study academic disciplines and get a number of credits that can be accepted at another university of the State or even other country. Students get a definite list of courses, the majority of which are elective (optional). The better the funding of a university, the more elective courses one can take (though with some majors, like law, there are very few electives). In this case it was necessary to take credits as a constraint, thus giving the possibility of control while transferring students to next year, another course or from one University to another.

A new figure of educational manager appears with this type of universities. He doesn't treat students as individuals. His job is to ensure the process of students’ following educational schemes and getting credits and also to control the work of the educational mechanism in general. This is also a kind of a conveyer, but more flexible, providing space for students’ independent work. The amount of direct contact between the professors and students is minimized in such a system. Professors sometimes give tutorials, but usually ask more than answer.