?
Профессионалы и проблема внедрения инноваций в вузе.
Russian universities are tasked to reach the world level in the development of science and education, resulting in numerous innovations in them. Specificity of high schools staff is that highly qualified specialists, one of the characteristics that are open to the new. At the same time, researchers have observed resistance to innovation on the part of the faculty. Some researchers divide university teachers into two groups in terms of the basic identification: those who identify themselves with the organization, and those who are committed to the profession. At the same time it is concluded that the commitment of the teaching profession are more likely to support innovation. In contrast, the article argues that both the identification may be a factor as the resistance, and innovation. On the other hand, innovation resistance may be due to the scale and pace of change. In the case of permanent, large-scale changes destroyed the conditions of professional activity. This creates the need to choose between the organizational and professional identities, as well as a source of resistance to innovation on the part of the teaching staff. Resistance to innovation can be attributed not only the characteristics of the staff, as the scale and pace of change. In the case of permanent, large-scale changes destroyed the conditions of professional activity. This creates the need to choose between the organizational and professional identities, as well as a source of resistance to innovation on the part of the teaching staff. In our view, a significant problem for the university is to hold professionals who, first of all, identify themselves with the professional community. This problem is exacerbated in the innovation process. Under what conditions is a professional willing to identify themselves with the organization? When he is ready to support innovation? These are key questions in this article.