vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2023-32-7-9-34vovr-4491Research ArticleПОДГОТОВКА КАДРОВ ВЫСШЕЙ КВАЛИФИКАЦИИTRAINING OF HIGHLY QUALIFIED PERSONNELФакторы построения и развития академической карьеры: системный теоретический анализFactors of Building and Developing an Academic Career: Systematic Theoretical Analysishttps://orcid.org/0000-0002-7614-3118ПешаА. В.PeshaA. V.

канд. экон. наук, доцент кафедры экономики труда и управления персоналом, 620144, г. Екатеринбург, ул. 8 Марта/Народной Воли, 62/45

Cand. Sci. (Economics), Associate Prof. of the Labour Economics and HR Management Department, 62/45 8 Marta/ Narodnoy Voli St., Yekaterinburg, 620144, Russia

myrabota2011@gmail.comУральский государственный экономический университетРоссияUral State University of Economics, YekaterinburgRussian Federation202330072023327934Copyright © Пеша А.В., 20232023Пеша А.В.Pesha A.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4491

Статья представляет результаты теоретического с элементами эмпирического исследования, направленного на выявление ключевых факторов построения академической карьеры, раскрываемых в трудах учёных с предложением визуализации конструкта многофакторной обусловленности карьерного роста в академической среде. Исследование проведено на основе системного библиографического анализа наиболее цитируемых работ по теме, размещённых в реферативных базах Scopus и РИНЦ. В качестве элемента эмпирического анализа в работе применён метод изучения цифрового следа в онлайн-системах для сбора данных о победителях научных конкурсов (итоги конкурсов РНФ за 2021 г., n=146 проектов), нарративных интервью и письменного опроса педагогов вузов по уточнению мотивации и осознанности выбора ими академической карьеры (n=52 человека). Проведённое изыскание позволяет сформировать модель ключевых факторов развития академической карьеры, включающую четыре основных равноценных группы – личностные, репутационные, системные факторы и факторы социального капитала, а также фактор удачи, который выделяется в ряде исследований как влияющий на качество и скорость построения карьерной траектории в изучаемой сфере. В работе делается вывод о том, что развитие или стагнация одной группы факторов будет приводить к аналогичным движениям в других группах. В результате автор актуализирует применение технологии карьерного лифта, которая с учётом обозначенных факторов влияния на показатели развития академической карьеры будет способствовать вовлечению молодёжи в науку и преподавание.

The paper presents the results of a theoretical with elements of empirical research aimed at identifying the key factors of building an academic career, disclosed in the works of sci- entists with a proposal to visualize the construct of multifactorial conditionality of career growth in the academic environment. The study was conducted on the basis of a systematic bibliographic analysis of the most cited works on the topic, published in the Scopus and RSCI abstract databases, from an empirical point of view. The method of analyzing the digital footprint in online systems for collecting data on the scientific competitions winners (the results of the RNF competitions for 2021, n=146 projects), narrative interview and written survey of university teachers to clarify the moti- vation and awareness of their choice of academic career (n=52 people). The conducted research allows us to form a model of key factors in the development of an academic career, including 4 main, equivalent groups – personal, reputational, systemic factors and factors of social capital, as well as the luck factor, which is highlighted in a number of studies as influencing the quality and speed of building a career trajectory in the field under study. The paper suggests that the development or stagnation of one group of factors will lead to similar movements in other groups. As a result, the author actualizes the use of career lift technology, which taking into account the indicated factors of influence on academic career development indicators, will contribute to the involvement of young people in science and teaching.

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The authors declare that there are no conflicts of interest present.