Основания профессионального выбора научно-педагогических работников в контексте альтернатив трудоустройства
Аннотация
В статье рассмотрены ключевые мотивы выбора научно-педагогическими работниками академической профессии и трудоустройства в университет в условиях широкого выбора вариантов трудоустройства, ограниченного выбора и в случае отсутствия альтернативы. Выявлен спектр мотивов первичного выбора и последующей смены места работы, актуальных для разных групп научно-педагогических работников — без опыта работы, имеющих опыт трудоустройства вне академической сферы, ротации внутри нее или выхода за пределы университетской среды. Эмпирическую основу исследования составили материалы 145 интервью с научно-педагогическими работниками семи ведущих университетов России.
К основным академическим мотивам выбора карьеры научно-педагогического работника отнесены: стремление к передаче знаний, научный интерес, желание стать частью академического сообщества, интеллектуальный вызов академической среды, стремление к личному и профессиональному развитию, академическая мобильность. Неакадемические мотивы подразделяются в зависимости от наличия у работника выбора мест трудоустройства. Работники, не ограничивающие выбор академической сферой, предпочли университет из-за гибкого графика работы и продолжительного отпуска, социального престижа, государственной поддержки, университетской атмосферы, социальных гарантий, финансовой стабильности, отсрочки от армии. Научно-педагогические работники, ориентированные только на трудоустройство в академической сфере, выбирали университет по причине наличия в нем ведущей научной школы, престижа и статуса университетской среды, ресурсов вуза. Информанты, изначально выбравшие конкретный университет в качестве работодателя, отмечали в качестве мотивов комфортные отношения в коллективе, личные и семейные обстоятельства, налаженное взаимодействие с научным руководителем, принадлежность к университетской династии.
Результаты исследования могут использоваться университетскими менеджерами для устойчивого управления персоналом в вузе, наращивания человеческого капитала научно-педагогических работников. Они могут способствовать привлечению и удержанию академических талантов, снижению текучести кадров в конкретном учебном заведении и сфере российского высшего образования в целом.
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