Reframing of teaching: a new chance for agency of teaching academics in Germany

Karmaeva Natalia

Публикации

Глава

Reframing of teaching: a new chance for agency of teaching academics in Germany

P. 24-38.

Karmaeva N.

Язык: английский

Ключевые слова: academic profession

В книге

New Approaches towards the Good Life. Applications and Transformations of the Capability Approach

Под науч. редакцией: H. Otto, S. Schaefer. Bielefeld: Barbara Budrich publishers, 2014.

Young Academics, Gender, and Chairs at Universities in Russia

Karmaeva N. In bk.: Youth, Gender and the Capabilities Approach to Development: Rethinking Opportunities and Agency from a Human Development Perspective. Routledge, 2017. P. 73-91.

Добавлено: 27 июня 2018

Academic inbreeding and publication activities of Russian faculty

Alipova O., Lovakov A. Tertiary Education and Management. 2018. Vol. 24. No. 1. P. 66-82.

Добавлено: 31 октября 2017

Teaching Scholarship and Gender in German and Swedish Universities: Towards the Analysis of Professional Identity Negotiation Among Junior Academics

Karmaeva N. In bk.: Higher Education and Research in Academe: Who schould pay?. Lulea: Lulea Tekniska Universitet, 2014. P. 87-97.

Добавлено: 21 сентября 2016

Career Aspirations of Young Academics in Russia

Karmaeva N. European Education. 2018. Vol. 50. No. 3. P. 283-299.

Добавлено: 27 июня 2018

Antecedents and Consequences of Organizational Commitment Among Russian University Teachers

Lovakov A. Psychology. PSY. Высшая школа экономики, 2014. No. WP BRP 30/PSY/2014.

The aim of this study is to examine the specific antecedents and consequences of the commitment of university teachers to their university. Academia has specific features that distinguish universities from other types of organizations: universities have the opportunity to hire their own graduates (academic inbreeding); university teachers are able to work in several higher education institutions or combine teaching with work in business; university teachers have the opportunity to combine several professional roles (teaching, administrative work, research, etc.); university teachers have several options to change their job; publication activity is an important indicator of the efficiency and competitiveness of university teachers. This study is an online survey of 317 teachers of different disciplines from several types of state higher education institutions from different regions of Russia. The results of the regression analysis show that antecedents of affective commitment include belonging to a group of insiders (working in university from which they graduated), having an additional administrative position, role clarity, and role conflict. Structural equation modelling shows that an additional administrative position had a direct positive effect and an indirect negative effect (through role conflict) on the affective commitment to the university. Having work experience at another university predicts only a normative commitment to the university. The affective component of commitment to the university was a better negative predictor of the intention to leave the position, profession and institution. No components of the commitment predict publication activity.

Добавлено: 20 января 2015

The Changing Academic Profession

Yudkevich M. M., Kozmina Y. Y., Sivak E. et al. Научные доклады Института институциональных исследований. WP10. Высшая школа экономики, 2013

This paper is a Russian report about the research in the framework of the international project "the Changing academic profession". It is an impressive one-of-a-kind research endeavor that examines the academic profession across 20 countries, including Russia. It collected knowledge and data about systems of higher education, functions, productivity and attitudes of the academics in a comparative perspective. This report describes how the CAP questionnaire was adjusted to the Russian higher education system, how the sampling of Russian academia was drawn, and how the survey was administered in Russia. It also provides tables of means on each of the sections of the survey and reports on the limitations of the Russian survey. The survey data provides important information for future country-specific research and for international comparisons.

Добавлено: 20 февраля 2014

Teaching Scholarship and Gender in German and Swedish Universities: Towards the Analysis of Professional Identity Negotiation Among Junior Academics

Кармаева Н. In bk.: Higher Education and Research in Academe: Who schould pay?. Lulea: Lulea Tekniska Universitet, 2014. P. 87-97.

Добавлено: 17 сентября 2016

The Global Future of Higher Education and the Academic Profession: The BRICs and the United States

Palgrave Macmillan, 2013.

The Global Future of Higher Education and the Academic Profession focuses on the all-important emerging BRIC (Brazil, Russia, India, and China) nations by analyzing the academic profession and particularly salaries and contracts. The professoriate is key to the success of any academic system, and this is the first book to carefully analyze academic systems and the academic profession.

The academic profession must be adequately paid, and appointments to academic jobs must be based on merit and provide an effective career path for the 'best and brightest' to be attracted to the profession. The BRICs show a variety of approaches to academic careers—and none provide globally competitive salaries. China and Russia, in particular, pay academics poorly. Using purchasing power parity, this book is able to accurately compare the actual purchasing power of the academic profession. The book also analyzes how professors are appointed and promoted.

While the BRICs may be emerging global economic powers, their academic systems still face significant challenges.

Добавлено: 27 января 2013

La Profesión Académica en la Globalización: seis países, seis experiencias.Biblioteca de la Educación Superior

Mexico: Asociación Nacional de Universidades e Instituciones de Educación Superior, 2009.

Добавлено: 16 октября 2014

Higher Education and Research in Academe: Who schould pay?

Под науч. редакцией: T. Aarrevaara, E. Berg. Lulea: Lulea Tekniska Universitet, 2014.

Добавлено: 17 сентября 2016

Academic Inbreeding and Research Productivity of Russian Faculty Members

Olga Gorelova, Lovakov A. Education. EDU. Высшая школа экономики, 2016. No. WP BRP 32/EDU/2016.

The literature on the consequences of academic inbreeding shows ambiguous results: some papers show that inbreeding positively influences research productivity, measured in the quantity and quality of publications, while others show the opposite effect. There are contradictory results both in studies of different countries and within countries. Such a variety of results makes it impossible to transfer the findings from one academic system to another, and in Russia this problem has been under explored. This paper focuses on the relationship between inbreeding and publication activity among Russian faculty members. The results, using Russian data from the Changing Academic Profession survey, showed no substantial effect of academic inbreeding on research productivity. Inbred and non-inbred faculty members do not differ substantially in terms of the probability of having publications, or how many, although for inbreds such probability is slightly higher. These results are robust for different operationalizations of inbreeding and measures of publication activity. However the absence of significant differences in the number of publications may not mean the absence of a difference in their quality. The possible explanations and limitations of the standard measures of research productivity are discussed.

Добавлено: 10 мая 2016

Баланс работы и личной жизни и источники стресса научно-педагогических работников российских исследовательских университетов

Абрамов Р. Н., Груздев И. А., Терентьев Е. А. Мониторинг общественного мнения: Экономические и социальные перемены. 2019. № 3. С. 8-26.

На основе опроса и полуструктурированных интервью с преподавателями и научными сотрудниками одного из ведущих российских университетов выделяются ключевые источника стресса в профессиональной деятельности академических профессионалов в современной России. К их числу относятся: (1) повышение требований к научной результативности, (2) большой объем административной нагрузки, (3) нарушение баланса труда и личной жизни. Отмечается, что во многом это связано с общемировыми трендами, обусловленными неоменеджериальными реформами науки и высшей школы, а также давлением, вызванным активным участием университетов в гонке международных рейтингов. Также это обусловлено рядом характеристик академического труда в целом, связанным, например, с размыванием границ между работой и досугом. По данным исследования группами риска становятся молодые академические сотрудники, а также те, у кого административная нагрузка занимает значительную долю бюджета рабочего времени. В завершении статьи проблематизируется концепция стресса в сфере академического труда и ставится вопрос о соотношении положительных последствий адаптационного стресса к новым условиям функционирования науки и высшего образования и рискам негативного влияния стресса на академическую систему.

Добавлено: 3 июля 2019