Academic Professionalism in the Era of Change: Role Subidentities and Transformation of Time Budgets
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| Title: | Academic Professionalism in the Era of Change: Role Subidentities and Transformation of Time Budgets |
|---|---|
| Language: | English |
| Authors: | Abramov, Roman Nikolaevich, Gruzdev, Ivan Andreevich, Terentyev, Evgeny Andreevich |
| Source: | Russian Education & Society. 2016 58(3):163-180. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Professionalism, Educational Change, Professional Identity, Case Studies, College Faculty, Time Management, Teacher Attitudes, Classification, Educational Objectives, Goal Orientation, Teaching Conditions, Teacher Surveys, Teaching (Occupation), Academic Advising, Teacher Researchers, Research and Development, Administration, Faculty Development, Teacher Salaries, Job Satisfaction, Teaching Load, Writing for Publication |
| Geographic Terms: | Russia |
| DOI: | 10.1080/10609393.2016.1242987 |
| ISSN: | 1060-9393 |
| Abstract: | This article is based on a case study conducted within the National Research University Higher School of Economics (NRU HSE) that examined the identity fragmentation of academic professionals in the context of current educational and academic reforms in Russia. Seven hundred and five professors were surveyed for the study, which focused on budgeting work time. The authors single out and describe eight groups of teachers using various structures for budgeting their working time: (1) teachers; (2) teachers engaged in research; (3) teachers engaged in administrative work; (4) researchers; (5) administrators; (6) teachers/researchers/administrators; (7) teachers/researchers; and (8) teachers/administrators. These groups were classified by comparing professional goals, evaluations of working conditions, the university's strategic goals, and attitudes toward publication policy. [This article was translated by Lucy Gunderson.] |
| Abstractor: | As Provided |
| Number of References: | 14 |
| Entry Date: | 2017 |
| Accession Number: | EJ1128707 |
| Database: | ERIC |
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| Abstract: | This article is based on a case study conducted within the National Research University Higher School of Economics (NRU HSE) that examined the identity fragmentation of academic professionals in the context of current educational and academic reforms in Russia. Seven hundred and five professors were surveyed for the study, which focused on budgeting work time. The authors single out and describe eight groups of teachers using various structures for budgeting their working time: (1) teachers; (2) teachers engaged in research; (3) teachers engaged in administrative work; (4) researchers; (5) administrators; (6) teachers/researchers/administrators; (7) teachers/researchers; and (8) teachers/administrators. These groups were classified by comparing professional goals, evaluations of working conditions, the university's strategic goals, and attitudes toward publication policy. [This article was translated by Lucy Gunderson.] |
|---|---|
| ISSN: | 1060-9393 |
| DOI: | 10.1080/10609393.2016.1242987 |
