Риски Проекта 5-100: оценки научно-педагогических работников различных поколений
The implementation of the 5-100 Project in Russian universities, aimed at improving
their competitiveness through adaptation to world standards and inclusion in the international edu-
cational environment has produced some quantitative and qualitative results. Despite the undoubted
achievements of the universities participating in the Project, the mechanisms of its implementation
have revealed some problematic areas that in the end can primarily affect the young generations
of scholars. Therefore, assessing the perception of the 5-100 Project by scholars of different ages is
important. The purpose of this article is to analyze, through the lens of a generational approach, the
risks associated with the two aspects of universities’ activities. First, the principles of funding under
the 5-100 Project and second, the approaches applied for assessment of academic performance. The
analysis is based on the results of semi-structured interviews with scientific and pedagogical staff at
five universities that participated in the 5-100 Project (108 respondents). We analyzed the answers of
respondents in three age groups: young scientists, middle-aged and older scholars.
The study showed that there are areas where representatives of all generations are unanimous
and areas where the young academics have perceptions different from other generations. There
is unanimity in the attitudes to principles of financing practiced in the universities. The younger generation turned to be the most sensitive to insufficient spending on research equipment. In terms of performance evaluation indicators, the younger generation demonstrated the greatest adaptability to the system of formal quantitative assessment, while noting its dysfunctional ef-fects. They have also revealed that it is easier for them to change jobs than for other generations of scholars.