Estructura de edad del personal científico y pedagógico: datos de las regiones de Rusia
DOI:
https://doi.org/10.20952/revtee.v14i33.16491Palabras clave:
Edad de los professores, Educación superior, Número de professores, Regiones de RusiaResumen
El objetivo de nuestro estudio fue evaluar los indicadores que caracterizan la estructura de edad del personal científico y pedagógico de las universidades y otras instituciones de educación superior en las regiones de Rusia. Se evaluaron los indicadores relativos a la proporción de profesores pertenecientes a cinco grupos de edad, de 25 a 34 años, de 35 a 44 años, de 45 a 54 años, de 55 a 64 años y mayores de 65 años, en el número total de profesores que trabajan en instituciones de educación superior. El estudio utilizó información Estadística oficial sobre 82 regiones de Rusia. Utilizamos las funciones de densidad de distribución normal como modelos. Los resultados del estudio nos permitieron sacar conclusiones: el mayor número (más de una cuarta parte) de maestros se observó en el grupo de 35 a 44 años; el 24% de los maestros tenían entre 45 y 54 años; el 20% de los maestros eran un poco mayores. El menor número de maestros se observó en los grupos de edad mayores de 65 años y de 25 a 34 años. El enfoque metodológico propuesto y los resultados obtenidos tienen originalidad y novedad científica, ya que la evaluación de las características regionales de la estructura de edad del personal científico y pedagógico en las regiones de Rusia no se ha llevado a cabo previamente.
Descargas
Citas
Balezina, E.A. (2017). Young teacher: on the question of the definition of the concept. Bulletin of the Perm University. Philosophy. Psychology. Sociology, 2(30), 282-293.
Bessonova, T.I., & Paronyants, I.V. (2020). Features of the perception of the profession by young and elderly university teachers. Humanitarian and pedagogical education, 6(1), 80-86.
Blau, D.M., & Weinberg, B.A. (2017). Why the US science and engineering workforce is aging rapidly. Proceedings of the National Academy of Sciences, 11, 3879–3884.
Ciriaci, D. (2014). Does university quality influence the interregional mobility of students and graduates? The case of Italy. Regional Studies, 48(10), 1592-1608.
Douglass, J. (2011). Higher education’s new global order: How and why governments are creating structured opportunity markets. Educational Studies Moscow, 1, 73-98.
Federal State Statistics Service (2021). Available at: https://rosstat.gov.ru/
Fedosyuk, D.V. (2020). Specifics of social adaptation of university teachers of pre-retirement age. Bulletin of the Maikop State Technological University, 4 (12), 124-130.
Ghaffarzadegan, N., & Xu, R. (2018). Late retirement, early careers, and the aging of U.S. science and engineering professors. PLoS ONE, 13(12), e0208411.
Guri-Rosenblit, S., Sebkova, H., & Teichler, U. (2007). Massification and diversity of higher education systems: interplay of complex dimensions. Higher Education Policy, 20(4), 373-389.
Ilinykh, S.A. (2012). The quality of education and the personnel potential of universities: indicators of the relationship. Problems of higher education, 1, 22-25.
Kirillina, Y.V. (2015). The quality of higher education in the context of quantitative indicators. Problems and prospects of education development in Russia, 33, 132-136.
Larson, R.C., & Gomez Diaz, M. (2012). Nonfixed Retirement Age for University Professors: Modeling Its Effects on New Faculty Hires. NIH Public Access. Service Science, 4(1), 69–78.
Lazarev, I.G., Martynenko, O.O., & Filicheva, T.P. (2015). The problem of the quality of personnel of a regional university: the experience of solving. University management: practice and analysis, 2 (96), 65-73.
Maassen, P. (2014). A New Social Contract for Higher Education? in G. Goastellec and F. Picard (eds.) Higher Education in Societies Rotterdam. Sense Publishers, 33-50.
Official statistical information on additional professional and higher education. (2021), Ministry of Science and Higher Education of the Russian Federation. Available at: https://minobrnauki.gov.ru/action/stat/highed/
Pinheiro, R., & Stensaker, B. (2014). Designing the Entrepreneurial University: The Interpretation of a Global Idea. Public Organization Review, 14(4), 497-516.
Pinheiro, R., Wangenge-Ouma, G., Balbachevsky, E., & Cai, Y. (2015). The Role of Higher Education in Society and the Changing Institutionalized Features in Higher Education. The Palgrave International Handbook of Higher Education Policy and Governance. Palgrave Macmillan UK, 225-242.
Pinkovetskaia, I.S., Lebedev, A.V., Slugina, O.V., Arbelaez Campillo Diego Felipe, & Rojas Bahamon Magda Julissa. (2021). Informal Personal Financing of Entrepreneurs: Gender Characteristics. Universal Journal of Accounting and Finance, 9(3), 442-449.
Pinkovetskaia, I., & Slepova, V. (2018). Estimation of Fixed Capital Investment in SMEs: the Existing Differentiation in the Russian Federation. Business Systems Research, 9(1), 65-78.
Pugach, V.F. (2017). The age of teachers in Russian universities: what is the problem? Higher education in Russia, 1, 47-55.
Reznik, S.D., & Vdovina, O.A. (2020). Teachers of Russian universities. Formation and development of professional competencies. Mooscow. INFRA-M.
Science electronic library. (2021). Russian science citation index (RSCI). Available at: https://elibrary.ru/defaultx.asp?
Skvortsova, A.A. (2016). Differentiation of the rank structure of value orientations of university teachers: the influence of gender and age factors. Vector of Science of Togliatti State University, 1 (35), 106-111.
Stiglitz, J.E. (2014). Creating a Learning Society: A New Approach to Growth, Development, and Social Progress (Kenneth Arrow Lecture Series). Columbia. Columbia University Press.
Tnimova, G.T. (2020). Studying motivation to the professional activity of teachers of the university in the age and gender aspects. Health, Physical Culture and Sports, 2 (18), рр. 29–33.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
