EMPLOYMENT LANDSCAPE OF UNIVERSITY TEACHERS: THE CASE OF UFA UNIVERSITY OF SCIENCE AND TECHNOLOGY
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Published:
Feb 7, 2025
Keywords:
Ufa University of Science and Technology, teacher employment, career trajectories, professional development, mobility, working conditions, portfolio career, institutional environment
Main Article Content
Rafael B. Shaikhislamov
Email: rafaelbadretdinovich@mail.ru
https://orcid.org/0000-0001-8404-1405
Azat B. Galimkhanov
Email: alflaw@mail.ru
Guzelia R. Asadullina
Email: asadullina-guzeliya@yandex.ru
Evellina V. Sadretdinova
Email: golichev@mail.ru
Abstract
This article examines the employment landscape of teachers at Ufa University of Science and Technology (UUNiT), one of the largest universities in the region. The study is based on a standardized survey of 500 teachers conducted in November 2023 and focuses on aspects of their professional activities, such as career paths, working conditions, professional development, and external employment. Key findings include: 1. Most teachers prefer a linear career trajectory based on inbreeding and rigidity, which excludes changes in their field of activity or workplace. 2. The main motivators for professional activity are stable income and employment, an interesting professional environment, working with youth, and opportunities for professional growth and scientific research. 3. The majority of teachers are not interested in additional employment, which may be due to high workload at their primary job or satisfaction with current conditions. 4. Teachers show low readiness for intercorporate and interregional mobility, which is influenced by regional labor market characteristics and mentality. The study highlights the need to revise working conditions, incentive systems, and career development opportunities to improve the professional environment and retain qualified personnel, especially among young teachers.
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Shaikhislamov, R. B., Galimkhanov, A. B., Asadullina, G. R., & Sadretdinova, E. V. (2025). EMPLOYMENT LANDSCAPE OF UNIVERSITY TEACHERS: THE CASE OF UFA UNIVERSITY OF SCIENCE AND TECHNOLOGY. Society and Security Insights, 7(4), 48-63. Retrieved from https://journal.asu.ru/ssi/article/view/16888
Section
STATE, CIVIL SOCIETY AND STABILITY
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References
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REFERENCES
Aleksandrova, O. A., & Fayman, N. S. (2023). Criteria for unstable employment of scientific and pedagogical staff. Standard of Living of the Population of the Regions of Russia, 19(1), 70–85. https://doi.org/10.52180/1999-9836_2023_19_1_6_70_85 (In Russ.).
Bulanova, M. B. (2022). University teachers: is there a precaritization of labor and life? In: From precarious employment to the precaritization of life (pp. 155–172). Ves’ Mir. (In Russ.).
Vasilenko, N. V. (2008). Institutional environment of organizations: characteristics and levels of regulation. Problems of Modern Economics, 3, 147–151. (In Russ.).
Galimkhanov, A. B., Asadullina, G. R., Sadretdinova, E. V., & Shaikhislamov, R. B. (2023). Trajectories of professional careers of scientific and pedagogical workers. Scientific Result. Sociology and Management, 9(4), 58–72. https://doi.org/10.18413/2408-9338-2023-9-4-0-5 (In Russ.).
Efimova, G. Z. (2022). Career path of university teachers. Sociological Science and Social Practice, 10(1), 24–40. https://doi.org/10.19181/snsp.2022.10.1.8859 (In Russ.).
Efimova, G. Z. (2021). Typology of career trajectories and motivation for their choice by university teachers. University Management. Practice and Analysis, 25(3), 56–69. https://doi.org/10.15826/umpa.2021.03.027 (In Russ.).
Kononyuk, A., Payak, A., & Gudanovska, A. E. (2020). Foresight for career development. Foresight, 14(2), 88–104. (In Russ.).
Kuzminov, Yu. I., & Yudkevich, M. M. (2007). Universities in Russia and America: differences in academic conventions. Educational Issues, 4, 141–158. (In Russ.).
Kuzminov, Yu. I., & Yudkevich, M. M. (2021). Universities in Russia: how it works. HSE Publishing. https://doi.org/10.17323/978-5-7598-2373-5 (In Russ.).
Samsonova, E. I. (2010). Main trends in the professional mobility of scientific personnel in Russia. Proceedings of the Russian State Pedagogical University named after A. I. Herzen, 124, 366–370. (In Russ.).
Sivak, E. V., & Yudkevich, M. M. (2008). The “closed” academic environment and local academic conventions. Foresight, 4, 32–42. (In Russ.).
Sivak, E. V., & Yudkevich, M. M. (2013). The academic profession in comparative perspective: 1992–2012. Foresight, 7(3), 38–47. (In Russ.).
Temnova, L. V., Malakhov, F. V., & Voskanian, E. S. (2016). Conceptual approaches to career research. Higher Education in Russia, 5, 64–71. (In Russ.).
Ramsden, P. (1994). Describing and explaining research productivity. Higher Education, 28(2), 207–226.
Буланова М. Б. Преподаватели высшей школы: происходит ли прекаризация труда и жизни? // От прекарной занятости к прекаризации жизни. М.: Весь мир, 2022. С. 155–172.
Василенко Н. В. Институциональная среда организаций: характеристики и уровни регулирования // Проблемы современной экономики. 2008. № 3. С. 147–151.
Галимханов А. Б., Асадуллина Г. Р., Садретдинова Э. В., Шайхисламов Р. Б. Траектории профессиональной карьеры научно-педагогических работников // Научный результат. Социология и управление. 2023. Т. 9, № 4. С. 58–72. DOI: 10.18413/2408-9338-2023-9-4-0-5
Ефимова Г. З. Карьерный путь преподавателей высшей школы // Социологическая наука и социальная практика. 2022. Т. 10, № 1. С. 24–40. DOI: 10.19181/snsp.2022.10.1.8859
Ефимова Г. З. Типология карьерных траекторий и мотивации их выбора преподавателями высших учебных заведений // Университетское управление. Практика и анализ. 2021. Т. 25, № 3. С. 56–69. DOI: 10.15826/umpa.2021.03.027
Кононюк А., Паяк А., Гудановска А. Э. Форсайт для карьерного развития // Форсайт. 2020. Т. 14, № 2. С. 88–104.
Кузьминов Я. И., Юдкевич М. М. Университеты в России и в Америке: различия академических конвенций // Вопросы образования. 2007. № 4. С. 141–158.
Кузьминов Я. И., Юдкевич М. М. Университеты в России: как это работает. М.: НИУ ВШЭ, 2021. DOI: 10.17323/978-5-7598-2373-5.
Самсонова Е. И. Основные тенденции профессиональной мобильности научных кадров в России // Известия Российского государственного педагогического университета им. А. И. Герцена. 2010. № 124. С. 366–370.
Сивак Е. В., Юдкевич М. М. «Закрытая» академическая среда и локальные академические конвенции // Форсайт. 2008. № 4. С. 32–42.
Сивак Е. В., Юдкевич М. М. Академическая профессия в сравнительной перспективе: 1992–2012 // Форсайт. 2013. Т. 7, № 3. С. 38–47.
Темнова Л. В., Малахов Ф. В., Восканян Э. С. Концептуальные подходы к исследованию карьеры // Высшее образование в России. 2016. № 5. С. 64–71.
Ramsden P. Describing and Explaining Research Productivity // Higher Education. 1994. Vol. 28, No. 2. P. 207–226.
Sivak E. V., Yudkevich M. M. The Academic Profession in Russia’s Two Capitals: The Impact of 20 Years of Transition // European Educational Research Journal. 2017. Vol. 16, No. 5. Pр. 626–644.
Sugrue C., Englund T., Solbrekke T. D., Fossland T. Trends in the practices of academic developers: trajectories of higher education? // Studies in Higher Education. 2017. DOI: 10.1080/03075079.2017.1326026.
Wood F. Factors Influencing Research Performance of University Academic Staff // Higher Education. 1990. Vol. 19, No. 1. Pр. 81–100.
Yudkevich M., Sivak E. Academic Immobility and Inbreeding in Russian Universities. In: M. Yudkevich, P. G. Altbach, L. E. Rumbley (Eds.), Academic Inbreeding and Mobility in Higher Education: Global Perspectives. Springer, 2015. Рр. 130–155.
REFERENCES
Aleksandrova, O. A., & Fayman, N. S. (2023). Criteria for unstable employment of scientific and pedagogical staff. Standard of Living of the Population of the Regions of Russia, 19(1), 70–85. https://doi.org/10.52180/1999-9836_2023_19_1_6_70_85 (In Russ.).
Bulanova, M. B. (2022). University teachers: is there a precaritization of labor and life? In: From precarious employment to the precaritization of life (pp. 155–172). Ves’ Mir. (In Russ.).
Vasilenko, N. V. (2008). Institutional environment of organizations: characteristics and levels of regulation. Problems of Modern Economics, 3, 147–151. (In Russ.).
Galimkhanov, A. B., Asadullina, G. R., Sadretdinova, E. V., & Shaikhislamov, R. B. (2023). Trajectories of professional careers of scientific and pedagogical workers. Scientific Result. Sociology and Management, 9(4), 58–72. https://doi.org/10.18413/2408-9338-2023-9-4-0-5 (In Russ.).
Efimova, G. Z. (2022). Career path of university teachers. Sociological Science and Social Practice, 10(1), 24–40. https://doi.org/10.19181/snsp.2022.10.1.8859 (In Russ.).
Efimova, G. Z. (2021). Typology of career trajectories and motivation for their choice by university teachers. University Management. Practice and Analysis, 25(3), 56–69. https://doi.org/10.15826/umpa.2021.03.027 (In Russ.).
Kononyuk, A., Payak, A., & Gudanovska, A. E. (2020). Foresight for career development. Foresight, 14(2), 88–104. (In Russ.).
Kuzminov, Yu. I., & Yudkevich, M. M. (2007). Universities in Russia and America: differences in academic conventions. Educational Issues, 4, 141–158. (In Russ.).
Kuzminov, Yu. I., & Yudkevich, M. M. (2021). Universities in Russia: how it works. HSE Publishing. https://doi.org/10.17323/978-5-7598-2373-5 (In Russ.).
Samsonova, E. I. (2010). Main trends in the professional mobility of scientific personnel in Russia. Proceedings of the Russian State Pedagogical University named after A. I. Herzen, 124, 366–370. (In Russ.).
Sivak, E. V., & Yudkevich, M. M. (2008). The “closed” academic environment and local academic conventions. Foresight, 4, 32–42. (In Russ.).
Sivak, E. V., & Yudkevich, M. M. (2013). The academic profession in comparative perspective: 1992–2012. Foresight, 7(3), 38–47. (In Russ.).
Temnova, L. V., Malakhov, F. V., & Voskanian, E. S. (2016). Conceptual approaches to career research. Higher Education in Russia, 5, 64–71. (In Russ.).
Ramsden, P. (1994). Describing and explaining research productivity. Higher Education, 28(2), 207–226.