#19 - JRL 8153 - JRL Home
US Department of State
Remarks at the Russian Academy of Sciences
Alexander Vershbow, U.S. Ambassador to Russia Moscow, 2004-04-05
University Leaders' Conference: "Research Universities"

Dr. Sher, Minister Fursenko, Academician Kozlov, Rectors Sadovnichiy and Fedorov, and other honored guests:

It's a pleasure to be here today to participate in this conference of American and Russian university leaders, jointly organized by the U.S. Civilian Research and Development Foundation, the Russian Ministry of Education and Science, and the Russian Academy of Sciences. I am especially honored to address a conference at the headquarters of Russia's illustrious Academy of Sciences. Founded nearly three centuries ago by Peter the Great, the Academy has advanced human understanding on questions ranging from the structure of atomic nuclei to the limits of the universe. And today's conference represents only the latest event in a long history of fruitful collaboration between American scientists and the Russian Academy: The Academy's first American member was Benjamin Franklin.

It has been said that research is "a blind date with knowledge," and all of you who conduct scientific research understand that the ultimate results of research can be difficult to predict in advance. But although the outcome of research can be uncertain, its purpose never is. As one philosopher has written: "The end of science is not to prove a theory, but to improve mankind." All technologically advanced countries must consider how best to marshal their scientific resources to generate the greatest contribution to society.

In the United States, we have found that combining the research and education functions in research universities has generated important synergies that have contributed greatly to America's scientific and economic progress. Last year, the Interacademy Council, a distinguished association of the world's academies of science, published a study on the subject. That report, entitled "Inventing a Better Future," stated the following: "The role of universities in the development of [science and technology] capacities cannot be overstated. Universities educate and train new generations of S&T talent, perform research and development on issues of importance to the nation, and provide an independent source of information on such topics as economic development, agriculture, health, and the environment."

In our experience, technological advances generated by university research have proven a powerful engine for the American economy. Studies have shown that at least 50% of U.S. economic growth in the past 50 years has been due to technological innovation, the greatest part of which comes from research universities. Research universities also exert a powerful effect on the local economies in which they operate. A 2003 study showed that the eight research universities in the Boston area together provide a $7 billion annual boost to the regional economy. Likewise, California's Silicon Valley has flourished in the backyard of Stanford University and not far from the University of California at Berkeley, and the three points of North Carolina's thriving Research Triangle consist of Duke University, the University of North Carolina and North Carolina State University. That 2003 study called research universities "an enduring and stable economic engine, constantly changing and developing as new knowledge is gained and new technologies and industries are created."

Our experience suggests that aside from contributing to economic growth, conducting research in the university setting greatly enhances the educational process. Students at research universities have the opportunity to participate in research, introducing them early on to a culture of innovation and discovery, and helping them to understand the interplay between scientific theory and its applications. Students benefit greatly from participating in research under the guidance of accomplished professors, while their education is enriched by the introduction of research findings into the classroom. This marriage of education and research has produced graduates who are ready to make important research contributions of their own. This explains why the U.S. Government has steadily increased the portion of R&D funding going to universities, colleges and university R&D centers over the past 50 years - from 10% in the early 1950s to over one-third today (and two-thirds of the funding in the case of basic research).

Russia is now at a crossroads in the integration of its scientific institutes and its universities. Creating institutions that excel in both research and education is a crucial area of reform for Russia, one involving government ministries, the State Duma, universities, and the Academy of Sciences. We hope that reform efforts, such as the Academy of Sciences' work to co-found three research universities, will be successful. This could be an exciting way to bridge the historic gap between Russia's fine institutions of higher learning and the Academy's research institutes. We are optimistic that the recent merger of the education and science portfolios into a single ministry - especially under the capable leadership of Minister Andrey Fursenko - will facilitate progress, as it will eliminate possible bureaucratic hurdles to the creation and support of research universities.

As the Russian authorities seek to facilitate the creation of research universities, they will need to resolve confusion over key legislative provisions regarding science policy and intellectual property rights for government-funded research. A transparent, stable and consistently enforced legislative base is crucial for scientists and researchers to get the financial rewards they deserve, and to encourage the implementation of scientific discovery and technological advancement to the benefit of society. We hope all levels of the Russian government will work to provide this clarity; otherwise, the true potential of Russia's universities and institutes, its students and scientists, will remain unrealized.

Russian scientists have made vast contributions to the advancement of knowledge and this conference demonstrates our commitment to supporting Russia's continued contributions. We already have provided a great deal of material support to Russian science and the Russian government's efforts to develop research universities. Since 1992, the United States has spent more than $500 million to help support Russian science and scientists. We are pleased that the Russian government and private businesses are increasingly helping to fund the work of Russian scientists, and we hope their contributions will increase.

One of this conference's sponsors, the U.S. Civilian Research and Development Foundation, has been a driving force in the United States' support of Russian science. CRDF's Basic Research and Higher Education program strives to give Russian students the same opportunities that American students enjoy in research universities. This joint U.S.-Russian program invigorates the training of young Russian scientists by strengthening the basic research capabilities of Russian higher education institutions in the natural sciences, including such disciplines as biology, chemistry, earth sciences, mathematics, and physics.

The program has also created several Research and Education Centers within selected Russian institutions; these centers support innovative, cross-disciplinary projects that link high-quality research and education in universities, help acquire state-of-the-art equipment for research and teaching, and promote collaborative links with other research institutions and companies. Given the success this program has enjoyed in natural sciences departments, it is natural to think of applying the same model to other departments and faculties within those universities, and then on to other universities in Russia.

The CRDF program I mentioned is just one of many successful programs on which the United States and Russia have cooperated. In fact, you may not be aware that we have provided funding for over 130 U.S.-Russian university partnerships over the last ten years. In an era of budget constraints in both Washington and Moscow, both countries can benefit from partnerships and other mechanisms for cooperating, sharing information and coordinating research efforts.

In closing, this conference underscores the importance of establishing a sustainable, effective research capacity in Russia's universities. The conclusions you will draw here are but an early step towards achieving this long-term goal. But as I stand before such a distinguished audience of American and Russian academic and research leaders, I am confident that the sharing of your experience and wisdom will help guide this process. I wish you good luck, and I thank you for the opportunity to speak to you today.