Staff In Higher Education Institutions Research Articles

Professional Competence Development of Teaching Staff in Higher Education Institutions under Martial Law

Professional Competence Development of Teaching Staff in Higher Education Institutions under Martial Law

Individual motivation and knowledge sharing: the hindering effect of perceived costs in higher education

ABSTRACT Knowledge sharing among academic staff allows universities to foster innovation and achieve competitiveness in the higher education industry. Based on the Theory of Planned Behavior, this study developed an integrated model to investigate the impact of individual motivation on academics’ attitudes and intentions to share knowledge, incorporating both perceived costs (loss of knowledge power, time and effort) as well as benefits (expected association, enjoyment in helping others) associated with knowledge sharing. Data was collected from 532 faculty staff in higher education institutions in China through an online questionnaire and analyzed using partial least squares structural equation modeling. The findings indicated that loss of knowledge power as well as time and effort negatively impacted academics’ attitudes toward knowledge sharing while expected association and enjoyment in helping others positively impacted attitudes. Additionally, attitudes significantly contribute to enhancing academics’ intentions to share knowledge. The study contributes to the extant literature by highlighting the hindering role of perceived costs in developing positive attitudes toward knowledge sharing which have not been empirically verified in previous studies. In addition, the study provided recommendations on how knowledge sharing can be encouraged among academics by minimizing costs while maximizing benefits associated with knowledge sharing.

Training of scientific and pedagogical staff in higher education institutions: quality and requirements

This research addresses the crucial aspect of preparing scientific and pedagogical professionals in higher education institutions, focusing on their professional development and alignment with contemporary requirements. In the rapidly evolving landscape of education, understanding the current state and adapting to emerging needs are paramount. The primary aim of this study is to explore and analyze the current trends and modern requirements for scientific and pedagogical workers in higher education institutions. This qualitative research relies on evaluative judgments presented in contemporary scientific literature. The work uses content analysis, thematic and comparison. The results reveal the significance and diversity of approaches in preparing scientific and pedagogical professionals in higher education. The analysis emphasizes the need for adaptation to the requirements of the modern educational landscape in the context of modern Master’s training. system. In the conclusion, the research underscores the importance of ongoing professional development for scientific and pedagogical professionals to meet the challenges of the dynamic educational environment. While acknowledging the role of technology, the study challenges the notion that it is the sole driver of educational development. It also highlights the continued relevance of traditional pedagogical methods and the importance of professionalism in the evolving values of educational practitioners.

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

Examining the Influence of Occupational Stress on Teaching Staff in Higher Education: A Case Study in Pune City

Work stress among teaching staff in higher education can have significant impacts on their well-being, job satisfaction, and overall effectiveness as educators. Pune city, known for its educational institutions and academic excellence, would likely see similar effects as in other places (Siu 2002; Winefield et al. 2003). The objective of these study was to determine the impact of work load of teaching staff in higher education institutions in Pune city. This study tries to shows the potential relationship among various factors like physical and mental health, job satisfaction, reduced performance, student learning, higher turnover rates, work life balance, quality of research and publications, institutional reputation, long term career impact and organisational outcomes (HSC 2002). Closed and open ended questions were administered for this study with respect to Pune city. Results shows that to mitigate the impact of work stress on teaching staff in higher education, institutions can consider implementing supportive measures such as providing resources for mental health support, offering training in stress management and time management, encouraging a healthy work-life balance, and addressing systemic issues related to workload distribution and administrative support (Siu 2002; Windfield et al 2001).

Scoping Review of Workplace Mental Health and Well-Being Programs in Higher Education Institutions.

To conduct a scoping review of stressors in higher education institutions (HEIs), exacerbated by the COVID-19 pandemic, and identify successful interventions. We reviewed 79 studies published between January 2020 and January 2023. Stressors were organized into psychosocial, organizational, and environmental categories. They included high job demand/low control; work/personal life imbalance; pressure to publish; lack of resources; low perceived organizational support; and fear of infection. Interventions included providing back-up childcare; employee assistance programs; financial well-being resources; paid medical leave; flexible work arrangements; greater transparency in decision-making; leadership development; and adaptive physical space design. Mental health and well-being interventions directed at faculty and staff in HEIs are needed given the many stressors faced by this workforce. Several interventions are highlighted in the literature, but most are speculative regarding their impact, given the limited number of outcome studies.

Self-efficacy and well-being of female teacher educators for early childhood care and education during COVID-19

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura’s Social Cognitive Theory, to understand self-efficacy, and Seligman’s PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators’ professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators.

Challenges and Coping Strategies: A Study of Occupational Stress Among Pune's University Instructors

Work stress among teaching staff in higher education can have significant impacts on their well-being, job satisfaction, and overall effectiveness as educators. Pune city, known for its educational institutions and academic excellence, would likely see similar effects as in other places (Siu 2002; Winefield et al. 2003). The objective of these study was to determine the impact of work load of teaching staff in higher education institutions in Pune city. This study tries to shows the potential relationship among various factors like physical and mental health, job satisfaction, reduced performance, student learning, higher turnover rates, work life balance, quality of research and publications, institutional reputation, long term career impact and organisational outcomes (HSC 2002). Closed and open ended questions were administered for this study with respect to Pune city. Results shows that to mitigate the impact of work stress on teaching staff in higher education, institutions can consider implementing supportive measures such as providing resources for mental health support, offering training in stress management and time management, encouraging a healthy work-life balance, and addressing systemic issues related to workload distribution and administrative support (Siu 2002; Windfield et al 2001).

Um modelo de motivação do corpo docente em instituições de ensino superior analisado a partir da complexidade

Objective. This study aims to develop a model that provides a better understanding of the motivation of teaching staff in higher education institutions (HEI) from a complexity perspective. Methodology. It is a correlational-descriptive type of research, with a mixed research method and a motivation-dependent category. The research is linked to a categorical system extracted from the literature review and subsequently refined by two rounds of experts using the Delphi technique. They indicated the following 6 categories that influence teaching motivation: intrinsic, extrinsic, transform knowledge, generate research, quality in education, permanent education, and teaching as a generator of social status. Subsequently, 40 referenced subcategories were constructed that account for each category. For greater accuracy, the Lasso method was used to narrow down the subcategories to 27; this ensured the formulation of questions in a survey with 122 records of teachers, based on the Likert scale type. Results. The interdisciplinarity of complex thinking requires several factors in motivating higher education faculty. These include professional activity, comprehensiveness, effectiveness, knowledge, problem-solving, leadership, interactions, autonomous learning, methodologies, institutional issues, power relations, and social position. Discussion and conclusion. It is crucial to start from a holistic view that integrates teaching motivation in different aspects such as teaching practice, student behavior, organizational aspects, interactivity of the academic community, recognition, and historical and situational contexts. Equally crucial is achieving the integration of these elements that contribute to fostering quality training processes.

Methods of Teaching and Pedagogical Peculiarities of Organizing of the Educational Process Aimed to Issue a Newspapers by Students

In the article the peculiarities of the organization of educational process of preparing and publishing newspapers by students of the first (bachelor) level of higher education in the specialty «Journalism» are explored, from the point of view of general approaches in the pedagogics of modern higher education. The professional discussion on the content of journalism education in Ukraine was considered through the prism of needs and challenges of the higher education of our country. The author proposed a personal view on solving the problem through deepening the pedagogical mastery of a modern journalism teacher. Using the example of laboratory classes in the discipline «A Journalistic Craftsmanship» taught on the Faculty of Journalism, Advertising and Publishing of Odesa I. I. Mechnikov National University, the author specified shapes and lines of the pedagogical strategy used to train future journalists through practical and creative activities, which are aimed at preparing and publishing issues of newspapers. The logical content of the algorithm of mutually determined actions of the teacher and learners is shown in detail, not as a traditional dichotomy of «subject-object» education, but as equal actors in a state of cooperation. The text of the article provides a general description of the study of the discipline «A Journalistic Craftsmanship» and describes the order of producing newspapers by students’ editorial boards. The interactive nature of the form of student education within the laboratory of periodical press has been proven. The pedagogical methods used by principals of the students’ newspaper editorial boards, the peculiarities and conditions of conducting laboratory classes are indicated, the didactic capacity of the content of the educational discipline «A Journalistic Craftsmanship» is systematized. In the conclusions, the author proposed to consider the pedagogical activity of a principal managing a students’ editorial board as it consists of three major components: a professionalization of students’ practical rate, a pedagogical management, a pedagogical mastery. The results of the study will be interesting to managers of the educational process, as well as to the teaching staff of higher education institutions, administrative staff, and specialists in the field of media.

The effect of the COVID-19 pandemic on higher education institutions in South Africa: Resilience of academics

Academic staff of higher education institutions (HEI) experienced serious challenges during the lethal coronavirus disease (COVID-19) pandemic. To overcome the spread of this deadly pandemic, the South African government instituted stringent lockdown measures such as intermittent closure of universities. Apart from distance or online teaching and learning institutions, other HEIs were keen to maintain their core activities and conduct business as usual. To resume academic programmes, they advocated a transitioning from traditional face-to-face teaching to online teaching. For effective teaching and learning to be accomplished, academics were compelled to make paradigm shifts. They had to be digitally literate and technologically savvy. Academics were also confronted with challenges of poor students who experienced difficulty in procuring devices (iphones, ipads, laptops) and data, as well as securing access to Wi-Fi. Using Resilience Theory to frame the study, I explored the influence of COVID-19 on academics and their resilience to survive this deadly pandemic. Generic qualitative research within an interpretivist paradigm was employed to determine the perceptions and experiences of 13 academics from different universities during the COVID-19 pandemic. The findings reveal that the academics experienced serious emotional and psychological stress which were detrimental to their well-being. Although academics found difficulty in transitioning to online teaching, their resilience helped them cope with the extraordinary circumstances that evolved from COVID-19.

ინოვაციები განათლების სისტემაში და მასთან დაკავშირებული გამოწვევები

The field of education has always represented and represents one of the innovative sectors of the economy, which literally determines the innovative activities of almost all other sectors, creates an innovative climate and a competitive environment in the country's economy. Introduction of changes (innovations) in the education system can be associated with:  the improvement of the goal of the education system, teaching/learning methods, the form of organization and management system;  the style of teaching activities and organizing the teaching-cognitive process;  the knowledge monitoring system and the assessment of education level;  the funding system;  educational and methodological support;  educational activities;  the improvement of educational curricula;  the activities of teachers and students. In general, the essence of innovation in education consists in searching for new approaches of young generation to education and to its successful application. The basic types of the technologies, which are being actively introduced in the universities educational processes, and the application of which for teaching purposes, are being increasingly extended, include: Internet technologies; electronic mail technologies; computer education programs; Web-technologies; the Dean’s electronic offices; e-learning, the mirror teaching methods and so on. In addition, focus should be shifted from problems relating to the implementation of technological changes in higher schools to those ones, which are directly related to the expected behaviors of teaching staff in higher education institutions. These problems include:  Creativity barrier. Members of the teaching staff, who are accustomed to working with the old programs, have no desire to make a difference, conduct training, take exams, develop, much less to spent money on all this. Mostly, they are hostile to all novelties in the educational system;  Conformism. Lack of desire for development, the fear of looking out of place and ridiculous. Members of the teaching staff often refused to make the unsual educational decisions;  Trait anxiety. Due to self-doubt, a lck of confidence in their own abilities, low self-esteem and because of fear in expressing their own views, some members of teaching staff are opposed to any change;  Rigidity of thinking. Members of teaching staff holding rigidity to past positions feel that their views are the only right solution, which they see as irreversible. They are not eager to acquire new knowledge and skills. The main reason for evasion of innovations in the modern education system consists in fact that with the appearance of new technologies and new devices, the quaetion arises as to whether these means will replace living labor. However, we should remember that these technologies mainly impact not on the number of jobs, but on the quality requirement of labor. For the support and development of innovative activities, the administration of the higher education institution should, first of all, take the formation of the motivation system for this activity as an orientation. Their task is to see these motives and use its possibilities to achieve the desired goals.

Comparative analysis of models of educators’ digital competencies in the context of digital transformation of education

Introduction. The article focuses on analysis and evaluation of digital competence of academic staff in higher education institutions. The authors draw attention to the fact that in the conditions of digital transformation of education, the issue of educator’s competencies is becoming increasingly acute. However, currently there are no uniform standards of digital competencies, as well as their uniform definition. This determines certain difficulties in updating initial teacher education and professional development programs for educators. The purpose of this article is to identify the specifics of teachers’ digital competencies models and to illustrate their implementation in the educational practice of higher education institutions in the context of digital transformation of education. Materials and Methods. The research is based on the provisions of competence, system, activity and environmental approaches. In order to achieve the research goal, the authors used a set of theoretical (structural-functional and content analysis, synthesis, generalization), empirical (questionnaire, survey, conversation, ranking, expert evaluation) and mathematical (mathematical statistics, mathematical modeling) methods. As part of the study, the empirical data were analyzed and summarized. The sample consisted of 573 students pursuing their degrees in the field of Education at Mari State University. In order to confirm the reliability and significance of the presented statistical data, the Pearson criterion χ2 was applied. Results. Based on the analysis of theoretical research and educational practices, the authors analyzed the concept of ‘digital competencies’. The results of a comparative analysis of five models of digital competencies for educators (DigCompEdu, TPACK, SAMR, TDC and INTEF) are presented and described. The authors identify the common components for the above-mentioned models. They include technological, educational, cognitive, communicative, and personal ones. Their characteristics and interrelation are considered. The authors provide data from a survey of education students at Mari State University and identify the degree of formation and development of competencies within the identified components of the generalized model. The conditions for the integration of the five-component structure of the digital competencies model into the initial teacher education are clarified using the example of the master's degree program in Digital Pedagogy within the field of Education (44.04.01). Conclusions. Based on the data obtained, the authors identify features and specifics of implementing the models of educators’ digital competencies. They include the common core of five components within competencies and the need for their harmonious development among modern educators. The interdisciplinary nature of their formation and development in the conditions of digital transformation of education is emphasized, which is illustrated using the example of the master’s program in Digital pedagogy.

Some historical aspects of education and research in Russia and Mongolia

The article describes the history of the origin and development of friendly relation in Russian-Mongolian cooperation in the fields of higher education and science on the example of Irkutsk National Research Technical University (former Irkutsk Polytechnic Institute, Irkutsk State Technical University) Irkutsk, Russia and the Mongolian University of Science and Technology (former Mongolian State University, Mongolian Polytechnic Institute) Ulaanbaatar, Mongolia. The author analyzes basic scientific interests of the teaching staff of these universities of Eastern Siberia and Mongolia, which are geographically the closest neighbors. Based on archival materials and published works, a detailed description of training scientific and pedagogical personnel for Mongolia at the Irkutsk university from 1960 to 2022 is given as well as the thematic scope and the nature of field and research work are described. Moreover, the activity results of the Kerulen International Geological Expedition, which was the result of many years of friendly relations between Russia and Mongolia in the field of education and science are presented. The conducted work clearly demonstrates an example of specific achievements in the fields of geological surveying, research and teaching activities of the academic staff of higher educational institutions of the two countries.

Identification of Psychosocial Risks Affecting Academic Staff in Higher Education Institutions

İşyeri ekosistemine zarar verme potansiyeli olan tehlikeler (fiziksel, kimyasal, biyolojik, ergonomik, psikososyal) ve tehlikelerden kaynaklı risklerin önlenmesi ve sınırlandırılması, ekosistemin korunması, varlığının devam ettirilmesi ve geliştirilmesi için önemlidir. Psikososyal tehlikelerden kaynaklı riskler çalışanları ve onların ailelerini ve sosyal ilişki içerisinde olduğu çevresini etkileyerek bedensel, sosyal ve ruhsal yönden zarara neden olmaktadır. Öğretim elemanları merkeze alındığında öğretim elemanı- öğretim elemanı, öğretim elemanı- öğrenci, öğretim elemanı- idari personel arasında görev, eğitim ve sosyal yönden sürekli bir ilişki bulunmaktadır. İnsan ilişkilerinin yoğun olduğu yükseköğretim kurumlarında görevli öğretim elemanı psikososyal risklere maruz kaldığında bu durum onun bedensel ve zihinsel yönden zarar görmesine neden olmaktadır. Bunun sonucu olarak öğretim elemanının motivasyonu azalmakta, öğretim performansı düşmekte, üretkenliği azalmakta, işe devam edememektedir. Bu olumsuz durumlar bilimsel çalışmaların niteliği ve niceliğinin azalmasına ve eğitim- öğretimde kalitenin düşmesine neden olarak yükseköğretim kurumlarının ve ülkenin bilimsel, sosyal ve ekonomik yönden gelişmesine engel olmaktadır. Bu çalışmanın amacı, Türkçe’ye çevrisi yapılan ve bilimsel bir model olan Kopenhag Psikososyal Anketi (COPSOQ- The Copenhagen Psychosocial Questionnaire) kullanılarak öğretim elemanlarını etkileyen psikososyal riskleri belirlemektir. Araştırmanın örneklem grubunu Türkiye’de faaliyet gösteren yükseköğretim kurumlarında görevli öğretim elemanları oluşturmuştur. Tesadüfi örnekleme tekniği dikkate alınarak 2022 yılı Mart- Haziran ayları arasında 2697 öğretim elemanına uygulanan anketten alınan veriler için istatistiksel analiz yapılmıştır. 25 boyut ile 9 değişken arasında anlamlı farklılıkların görüldüğü bu çalışma, yükseköğretim kurumlarında görev alan öğretim elemanlarını etkileyen psikososyal riskleri göstermiştir. Bu çalışma ile psikososyal risklerin belirlenmesi için belirlenen sorular farklı araştırma modelleri için kullanılabilecektir. Ayrıca öğretim elemanlarını belirleyen psikososyal risklerin doğru belirlenmesine ve önlenmesine imkân verecektir.

Artificial Intelligence for Education and Research: Pilot Study on Perception of Academic Staff

Artificial Intelligence (AI) tools have been used across various sectors of the global economy. The use of AI has been associated with both benefits and drawbacks, which is why the goal of this research was to identify the attitudes of academic staff of higher education institutions (HEIs) towards using AI for both academic and research purposes. To attain the goal, there was designed a questionnaire, which was distributed to members of academic staff of different biological genders and ages from 10 European countries. Irrespective of biological gender, age, or country, responses were similar. First, academic staff emphasized the importance of having AI-related regulations at HEIs. Second, academic staff were positive about using AI for information searchers and preparation of teaching materials. Third, academic staff were concerned about AI-related plagiarism issues, which is why they were reluctant to approve the AI use for research and thesis writing. Fourth, slightly more than 40% of the respondents indicated the use of AI. This points to the lack of AI skills among academic staff, which was further supported by a set of basic purposes for which AI was claimed to have been used. One implication of this research relates to the organization of the study process. Managers of HEIs should introduce institutionalized training in AI for academic and research purposes for academic staff to promote digital equality. Another implication of the study relates to the areas of AI training for academic staff. It should cover the topics of AI for the design of teaching materials, formative and summative assessment, and plagiarism check.

The significance of calligraphy training for the future teacher in the context of art and graphic competence

The article examines the problems of calligraphy training in the context of artistic and graphic competence during the training of future teachers. The main problems related to the insufficient preparation of the teacher for the formation of artistic and graphic skills are identified, namely the absence or a small number of hours, devoted to the study of such educational components as «Calligraphy», «Drawing», «Art graphics», lack of explanatory work from the scientific and pedagogical staff of higher education institutions about the importance of artistic and graphic skills. A characterization of the components of the artistic and graphic training of future teachers was carried out, in which the mastering of calligraphy skills by students was identified as a key aspect. The components of calligraphy training are characterized, including mastering the basics of fonts, developing the muscles of the arm and hand, learning the correct posture of the arm and body, using various materials for writing, training hand motility, learning the elements of calligraphy, creating and analyzing calligraphy samples.
 The article examines the font as the basic unit of calligraphy and font composition as the art of creating harmonious and aesthetically balanced layouts using different fonts. The main methodical components of the study of fonts are outlined and some methodical techniques are proposed for teaching future teachers the basics of creating a font composition. As a result, the value of calligraphy training of future teachers for their professional activities was determined, in particular, improving the quality of teaching writing for 1st grade students, ensuring the writing culture of students, developing and supporting the speaking skills of education seekers, ensuring a creative approach, increasing the general aesthetic level of the personality of the future teacher, diversification of methods of working with students in classroom and extracurricular activities

Impact of Digital Transformation of the Russian Higher Education System on the Need to Develop Competencies and Career Advancement of Scientific and Pedagogical Employees

Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation. Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”. Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff. Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.

Mobility of researchers in the European Union and Ukraine

Problem setting. The opportunity to move to another country to develop a research career has always attracted scientists. For an individual researcher, international mobility is a chance to improve their skills, work in world-renowned research centers and institutions, be involved in modern research projects, and achieve success in their scientific career. Temporary intellectual migration of scientists is also of great importance for global science, as it helps to eliminate the heterogeneity of the development of scientific fields in different countries and, to some extent, solves the problem of «brain drain» from countries with a lower level of research system. analysis of recent researches and publications. Franzoni, C., Scellato, G. and Stephan, P., Fernández-Zubieta, A., Lawson, C., and Geuna, A., Janger, J. and Nowotny, K., Giovanni Abramo, Ciriaco Andrea D’Angelo, Flavia Di Costa have studied the issues of research mobility. Ukrainian scholars have mainly studied the academic mobility of students of higher education institutions in the context of innovations in modern higher professional education. The works of Bondar H.O., Magdyuk O.V., Rogulska O.O., Padalka G., Silivanova I.A., Vasylenko O.V. can be distinguished. Considering this, there is a need to study the phenomenon of researcher mobility in Europe and Ukraine and to study the experience of the European Union member states in regulating researcher mobility. Purpose of the research is to analyze the phenomenon of research mobility in the European Union and Ukraine, to compare the types and forms of academic mobility, to identify the problems faced by researchers during intellectual migration. article’s main body. The author studies the history of academic mobility in the European Union, which is inextricably linked to the Bologna Process the European educational movement for the mutual recognition of European higher education documents and the creation of the Higher Education Area. It is noted that this movement began with the aim of ensuring freedom of mobility of participants in higher education, primarily students and academic staff of higher education institutions, but eventually included researchers, emphasizing the importance of academic mobility of this category of subjects of scientific activity. The article describes the legal regulation of researcher mobility in Ukraine and the European Union. In particular, the author notes the application and significance of the principle of academic mobility in the regulation of labor relations of researchers in the European Union. The author provides a comparative characterization of the types and forms of academic mobility in the European Union and Ukraine, and in the course of analyzing them the author concludes that there are both similar types and forms of researcher mobility in the European Union and Ukraine, and different ones. The article examines the problems faced by researchers participating in academic mobility programs. The main problems are lack of research funding and lack of vacancies (in the European Union), insufficient funding, language problems and brain drain (in Ukraine). conclusions and prospects for the development. Mobility of researchers in the European Union is a widespread phenomenon encouraged by the EU’s research and innovation policy, in particular, academic mobility is one of the priorities for the development of the European Research Area (ERA). The author notes that Ukraine has updated legislation regulating the academic mobility of Ukrainian scientists, but the phenomenon of research mobility requires state support, since the country has a problem of «brain drain» when scientists leave for the European Union or other developed countries in search of a better life and do not return

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion