Theory and practice of historical research of the third role of higher education (on the example of universities in Tomsk at the end of the XIX - the first half of the ХХ century)

In the article, on the basis of research literature, theoretical and practical problems of the third role of higher education are solved. The problem of the functioning and competition of a modern university under the conditions of the risks of destruction of its own “value core” is actualized. It is noted that the problem of the higher school’s search for answers to the challenges of the time is directly related to the discussion about the essence of the third role of universities, which is characterized by a pronounced “local specificity”. It is emphasized that the history of the evolution of the third role of regional universities in modern national historiography has practically not been developed, with the exception of individual studies. The aim of the research is stated - the identification and interpretation of the third role of the universities of Tomsk at the end of the 19th - the first half of the 20th century. The subject of the research is the actions of representatives of educational institutions in Tomsk, who had the status of higher education in the period under review. The authors note that the study is largely based on existing works and rather shifts research emphasis, incorporating the results obtained into a theoretical model, rather than pursues the goal of introducing new sources into scientific circulation. It is emphasized that the novelty of the research is seen by the authors not only in the identification of a number of aspects of the study of the third role, but also in the theoretical generalization of the rich empirical material. The concept of the third role in relation to the history of higher education is revealed. By the third role of a higher educational institution, the authors of this work understand a set of forms of activity of its faculty and scientific staff, oriented towards national and regional development, which goes beyond teaching and scientific work, but is mediated by them. A conclusion is drawn in which it is stated that the involvement of Tomsk universities in the development of urban, regional and nationwide took place both in the institutional-chronological and structural-profile aspects. It is emphasized that with the development of universities in Tomsk, there was a gradual shift in the emphasis of manifestation of the third role from urban space to regional and macroregional. During the crisis periods of the state’s existence (the First World War, the Civil War, the Great Patriotic War), the emphasis on the third role of Tomsk universities expanded to the national level.

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