Theoretical constructions-seemingly distant from reality but constituting, as it were, ideal blueprints-are extremely helpful in describing and analysing complex organisational systems. In the general theory of organisation, such a part is played by the Weberian concept of bureaucracy. Though modern organisations rarely correspond to Weber's model, de latter can be of great value when analysing an existing organisational structure and the way it works. Itldeed, it is paradoxical that, since Weber's iime, a more universal and useful cognitive model has not been constructed in this field. \Vith respect to higher education, a similar function to that of the Weberian model is fulfilled to this day by the concept of the university created by Humboldt. Central to this concept was the idea of an organic link between the creation of knowledge and its subsequent transference, an idea forming the basis for the establishment, by Humboldt, of Berlin Universitzr, which played a highly significant and positive role in shaping Prussian State and society. It is important to underline that, in contrast to the descriptive concepts of Weber, Humboldt's concept enjoyed a material existence in the shape of the University and its activities, a fact which served to emphasise its basic strengths and weakrlesses. I stress this because the concept subsequently became (almost certaitlly contrary to the itltentions of its creator) a cognitive model of the organisational system of an institutiotl of higher education, a kind of ideal type. Over time, Humboldt's ideal of the unit of research and teaching began to inhibit development of these two areas of activity. Social and economic advancement was increasingly rapid. The classical university could no longer ensure adequate training for those employed in administration and business, and so new types of higher educational establishment, whose aims were professional rather than academic, started to appear. Much the same applied to scientific research, since the key requirement of industrial development was the possibility of applying research rather than freedom to carry it out. Consequently, the classical German university contrasted with the emergence in all economically developed countries of serious competitors. And these new institutions of higher education, oriented mainly towards professional training of students, as well as great industrial laboratories and institutes, were later supplemented by research organisations established and supervised by the state. The initial reaction of the university was one of withdrawal, as what was progressive in classical terms came to be viewed as retrograde and non-functional. This was noted by Weber himself, for whom observaiion of the century-long implementation of Humboldt's ideal was one of the basic premises of the theory of bureaucracy [I]. The counter-trend, which according to Weber and many of his contemporaries,