The article is devoted to the understanding of the processes of formation, actualization and forms of implementation of the research function in the activities of universities in the context of the evolution of their social mission. The social origins, historical stages and impact on society of research in universities are revealed.

The purpose of the article is a comprehensive study of the transformation of the role of universities in the production of knowledge from the moment of their emergence in the Middle Ages to the present, as well as the reasons and circumstances that led to the institutionalization of scientific activity in the structure of universities as an important function of them.

The research methods are: methods of general scientific research, systematic approach, historical and structural-functional analysis.

The scientific novelty of the study is that the process of becoming the scientific function of universities is presented as a complex functional transformation of its role – from the accompanying result of educational activity to the social mission and professional duty of teachers.

It was found that the content of the activities of universities as educational corporations from the beginning was related to the process of translation and production of knowledge for the needs of the external environment (law, church, medicine). The academic pursuits of university`s teachers in the Middle Ages and Modern era, being severely restricted by religious doctrines, were loosely linked to practical needs and played a secondary role in the education of students. At the same time, during this period, universities institutionalized such important components of scientific activity as rational argumentation, public justifications (disputes), analytical culture of thinking and scientific schools, thereby laying the prerequisites for their scientific function.

Only in the 19th century, the research function of universities received legitimation, being declared an integral component of their functioning and social mission. The main reasons for such a fundamental change in the importance of science for the activities of universities were the growing role of applied science and empirical knowledge in economic life, the Industrial Revolution and the reform of V. Humboldt.

Key words: functions of higher education, scientific activity, Humboldt model, empirical knowledge, scientific production, social mission.

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