Typology of career trajectories and motivation of their choice by teachers of higher education institutions

This research article presents a typology of career trajectories for higher educational institutions’ teachers and examines their motives of a potential change in a career trajectory, their willingness to move to work in another university or leave the academic field. The motives for choosing a career path are systematized and ranked. There was carried out an empirical research using the method of semi-structured interviews with 108 professors and managerial staff representatives of Russian universities. The informants were selected according to gender, age, industry characteristics, their working experience in higher education and positions held.The results of the study identified three categories of workers: loyal to their organization (not meaning to change their working place and sphere of interests); dedicated to the profession (admitting a transfer to another university, but not planning to leave the academic field); and change-oriented (considering the possibility of choosing another job – outside the academic sector). The empirical research has shown that teachers with extensive work experience are most willing to change their current jobs.The originality of the study lies in developing a typology of career trajectories for teachers and in clarifying key motivations within the subgroups included in the typology presented, as well as in using a qualitative method for studying career trajectories in relation to scientific and pedagogical workers. A qualitative analysis of career strategies made it possible to analytically assess the informants’ opinions.The article is of interest to the higher education researchers involved in the process of personnel management and in training scientific and pedagogical workers. It will also be useful for heads of HR departments and for HEI vice-rectors dealing with personnel issues.

Designing a Teacher's Horizontal Career based on Additional Types of Pedagogical Activities and Professional Achievements: Russian and International Experiences

The relevance of developing approaches to the formation of organizational and regulatory conditions for teachers professional careers is determined by the goals of implementing the Russian Federal project Teacher of the Future and the necessity to provide the quality of Russian education by improving teachers professional competence. The aim of the present study is to develop a model of a teachers career based on the institutionalization of the professional roles of mentor and methodologist as additional types of pedagogical acti- vities and professional achievements. The official concept of the National Teacher Growth System (NTGS) was based in different periods on the research of different scholar teams that proposed the formation of a vertical teachers career by introducing from two to five new positions, and has changed several times in recent years, but has not been implemented. Based on the analysis and theoretical comprehension of Russian and international practices of stimulating the professional growth of teachers, a project of a diversified professional career trajectory in relation to the teachers position (horizontal career) is proposed; framework requirements for the amount and quality of additional types of pedagogical activities are identified for their differentiated assessment at each stage of a teachers career. The proposed model can be used as an intermediate one and developed at the next stages of the implementation of the federal project Teacher of the Future towards the introduction of new positions, new qualification categories, new opportunities to form teachers professional growth trajectories for career-building and professional development.

From Care Manager to Researcher: Addressing Health Disparities in Long-Term Services and Supports

Racial and socioeconomic disparities are prevalent in long-term services and supports (LTSS). There is a need for innovative research with practical application informing aging and disability policies to reduce health care disparities for older adults and people with disabilities using LTSS. This presentation will provide an overview of the career trajectory of Dr. Chanee Fabius, whose research agenda is informed by applied care management experience, where she helped older adults remain at home and delay the need for nursing home care. She will also present findings from work that (1) examines networks of care used by older adults (e.g., paid care and/or support from family and unpaid caregivers) and how they vary by race and socioeconomic status and (2) describes the effect of LTSS utilization on quality of life and health service utilization across diverse groups of older adults.

Sexual and gender minority identity in undergraduate medical education: Impact on experience and career trajectory

Introduction The wellbeing of sexual and gender minority (SGM) medical students and the impact of their experiences on career trajectory remain poorly understood. The present study aimed to characterize the incidence of mistreatment in SGM trainees as well as general perspectives on the acceptance of SGM individuals across medical and surgical specialties. Methods This was a cross sectional survey study of all actively enrolled medical students within the six University of California campuses conducted in March 2021. An online, survey tool captured incidence of bullying, discrimination, and suicidal ideation as well as perceived acceptance of SGM identities across specialties measured by slider scale. Differences between SGM and non-SGM respondents were assessed with two-tailed and chi-square tests. Qualitative responses were evaluated utilizing a multi-stage, cutting-and-sorting technique. Results Of approximately 3,205 students eligible for participation, 383 submitted completed surveys, representing a response rate of 12.0%. Of these respondents, 26.9% (n = 103) identified as a sexual or gender minority. Overall, SGM trainees reported higher slider scale scores when asked about being bullied by other students (20.0 vs. 13.9, P = 0.012) and contemplating suicide (14.8 vs. 8.8, P = 0.005). Compared to all other specialties, general surgery and surgical subspecialties had the lowest mean slider scale score (52.8) in perceived acceptance of SGM identities (All P < 0.001). In qualitative responses, students frequently cited lack of diversity as contributing to this perception. Additionally, 67.0% of SGM students had concerns that disclosure of identity would affect their future career with 18.5% planning to not disclose during the residency application process. Conclusions Overall, SGM respondents reported higher incidences of bullying and suicidal ideation as well as increased self-censorship stemming from concerns regarding career advancement, most prominently in surgery. To address such barriers, institutions must actively promote diversity in sexual preference and gender identity regardless of specialty.

Introduction

This chapter introduces Dr. Schwartz and provides an outline for the book. The chapter allows readers to get to know the author and to gain wisdom about publishing, mentorship, and forging a line of research based on a career trajectory. The chapter provides take-away messages based on Dr. Schwartz’s professional experiences and sets up the structure for the remainder of the book.

Conclusion

This chapter introduces Dr. Schwartz and provides an outline for the book. The chapter allows readers to get to know the author and to gain wisdom about publishing, mentorship, and forging a line of research based on a career trajectory. The chapter provides take-away messages based on Dr. Schwartz’s professional experiences and sets up the structure for the remainder of the book.

Not only experience of secondary employment at university: role of higher education in reducing labor precarization of young specialists

Introduction. In the context of the instability of the labor market affected by the pandemic, the interest of the state and society to the problem of deregulation of labor relations is increasing. One of the most vulnerable social groups is young professionals who have just graduated from university and do not have significant experience of interacting with employers. The purpose of the article is to study the processes of precarization of youth employment by assessing and identifying the orientation of professional and educational trajectories of university graduates belonging to the precariat in the context of their failure or success. Materials and methods. The monitoring of university graduates employed in the Ural region and beyond in 2018-2021 is used. The empirical material includes survey data (5213 full-time bachelors and masters) and administrative data. Methods of classification and factor analysis (allocation of the principal components) are applied. Results. The classification of the precariat (34.3% in the graduation structure) is proposed, including freelancers (0.9%), IT specialists (6.9%) employed on a part-time basis (6.5%), foreign students (1.5%) continuing their studies from among the unemployed (7.0%), unemployed graduates (8.6%), graduates employed in outsourcing and a mixed type of the listed groups (2.9%). Three groups of factors determining the specifics of the formation of the precariat among young professionals were identified: external factors – (1) the rate in the behavior strategy for rapid integration in the labor market (the significance of the high salary factor = 0.683); (2) the development of a career trajectory (the significance of the factor of having subordinates = 0.784, significance of having a managerial position = 0.722); internal factors – (3) orientation to self-realization in professional activity, deepening of competencies (the significance of the factor of continuing training = 0.648). Secondary employment at the university helps graduates immediately after graduation to reduce the risk of unemployment, to achieve faster integration in the labor market (among employed precariates – 85% combined work and study at the university, among the unemployed the share was 63%), but it is not a differentiating factor in determining the principal components. The focus of higher education (in particular, IT specialties, mathematics and engineering) largely determines the financial success in the group of unstable employees. Conclusions. In the modern conditions of the labor market, the precariat cannot strictly be called an unsuccessful social group. The advantage of the unstable employed graduates is that they are able to adapt to the uncertainty of the labor market by choosing flexible forms of employment, sometimes even without losing in wages, career trajectory, enhancement of their competencies, constantly updating knowledge, skills, self-realization in professional activity.