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Humanitarian sciences in Siberia

2018 year, number 3


A.V. Blinov
Kemerovo State University, 6 Red str., Kemerovo, 650000, Russian Federation
Keywords: Siberia, university, technological institute, charter, council, meeting, rector, trustee


Despite the active expansion of educational institutions types and kinds in the Russian Empire in the XIX century, a universal legislative act defining the organization principles of the management and control system was not developed. The statutes and directives regulated educational institutions activity (including the higher ones). At the same time, while the common imperial charters were developed for the universities, such practice was not applied to technical higher educational institutions. The late XIX century was marked by the beginning of the typological diversification of higher educational institutions in Siberia that singled out two higher school types: a classical university and a technological institute. The legislative acts adopted earlier, imperial analogues - The General Charter of Imperial Russian Universities (1884), Regulation on Kharkov Practical Technological Institute (1885) - became the normative documents determining the statutory foundations of the newly established higher education institutes activity. This paper objective is an attempt to reveal the correlation degree between the statutory documents regulating the activity of the first higher educational institutions in Siberia and general imperial counterparts available at that time. The regulatory documentation analysis showed that while Tomsk Technological Institute received originally developed regulations (adapted Regulations on Kharkov Practical Technological Institute), then the extension of General Charter of the Imperial Russian Universities, the Tomsk Imperial University required a transitional period, due to the fact that the University consisted only of the medical faculty. The comparative analysis of regulatory documentation by typological and territorial criteria allows concluding on similarity of management model principles (administrative positions and bodies, competences range, forms of accountability), which facilitated not only monitoring an educational institution, but its interacting with territorial and central bodies of educational authorities as well.