The article demonstrates the differences between the nonlinear and linear models of higher education. It is proved that the crisis of the national higher education is largely associated with its linear model, subjected to power structures enforcement and limiting the capabilities of the basic higher educational communities. Scientific and educational knowledge is seen as a cognitive basis of nonlinear higher educational models. Scientific and educational knowledge is interpreted as a special type of knowledge and its relationship to educational knowledge is considered. It is argued that a nonlinear model of higher education includes a consistent change from educational to scientific and educational knowledge. The first type of knowledge dominates the initial stage of higher education, whereas the second scientific-educational knowledge becomes the dominant process of professional training at the subsequent stages of its formation. It is emphasized that such changes should be reflected in the individual educational trajectories of students, as well as in professional trajectories of teachers interacting with them. The paper reveals the need to completely reconsider students’ motivation through the new scientific and educational type of knowledge, which is able to act as a real and effective cooperation tool of the main educational communities at the University. It is claimed that the solution to the problem of creation and active use of scientific-educational knowledge lies in “constructing the cognitive bridge”, aimed at combining its subjects. The study demonstrates that, unlike educational knowledge, which makes it possible to distinguish between its creators and consumers, scientific and educational knowledge acts as the connecting mechanism that binds the educational community, treating the two subjects as the representatives of both educational communities.