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Статья посвящена проблеме ускоренной трансформации классических университетов в университеты исследовательские на примере разных по уровню социально-экономического развития стран. Дан анализ как лучших сторон этих изменений, так и критических замечаний в адрес происходящих процессов. Опираясь на концепцию технологического развития Шумпетера и макроэкономические идеи Кейнса, утверждается, что в первую очередь Россия нуждается в координации более динамичной промышленной и устойчивой образовательной политики. Подчеркивается, что необходим выбор «коридора» технологического развития следует конкретизировать приоритеты разработок, учитывая интересы общества (социально ориентированные разработки). Делается вывод о том, что экономические исследования в инновационной экономике играют огромную роль, так как именно экономические исследовательские программы планируют направления разработок и помогают превращать их в полезные для общества технологии. ; This paper considers the issue of the accelerated transformation of classical universities into research universities through the example of countries with differing social and economic development. The authors have carried out an analysis of both the positive effects of this transformation and criticism of current processes. Based upon Schumpeter's technological innovation theory and Keynes's macroeco-nomic ideas, it is stated that, first and foremost, Russia needs a more dynamic industrial and sustainable educational coordination of policy. If policy is uncoordinated, progress is impossible to achieve. It is emphasized that a choice of technological development "corridor" is necessary this development should be prioritized in respect of the public interest (socially oriented innovations). The technology should be more spiritual, coexist harmoniously with the world, taking into account the new "green" values, aimed at reducing pollution and preventing the assuming race. The existing models of interaction of universities with business and government ("triple helix" and "tetrahedron") should be supplemented with a model of the "fifth element" that takes into account the interests of the society as a whole. The authors pose a question: can a regional higher educational establishment make a major technological breakthrough? Or else, it is more realistic to focus on assistance in reproduction of already tested innovations in order to improve the quality of life in the region? In any case, research universities are in urgent need of optimum environments that are conducive to research activities and innovations. To the elements of the environment we have carried not only the presence of comfortable infrastructure and availability of resources, but also a favorable psychological climate. It has been suggested that creating Centers of Excellence will undoubtedly help to concentrate resources in relevant scientific fields, but only if the allocation of resources is transparent, so as to avoid conflicts of interests between research groups. The main conclusion is that economic research plays an important role in an innovation economy, since economic research programs specifically set out the directions for developments and help to transform them into technologies that are useful for society.