PRESTIGE OF ACADEMIC ACTIVITIES IN ESTIMATES OF TEACHERS OF CULTURE UNIVERSITIES: MISSION OR BUREAU?

  • The authors:
    Ludmila B.Zubanova
    Sergey B.Sinetskiy
    Maria L. Shub
  • Issue: July 24-26th, 2019
  • Pages: 398-404
  • Section: INSTITUTE OF SCIENTIFIC LEADERSHIP: CHALLENGES OF ACADEMIC CAPITALISM
  • URL: http://conference-ifl.rudn.ru/398-404/
  • DOI:
    10.22363/09669-2019-398-404

Abstract. The article provides a comprehensive assessment of the modern
educational process from the standpoint of teachers of higher education
institutions of culture. It observes the correlation of the scientific activity of
teachers with the performing various professional duties within given time
budget. In addition, this work explores the basic problems that impede the
prestige of education, from the viewpoint of university professors of culture
in the context of reforming the higher education system. Cultural institutions
of Barnaul, Kemerovo and Chelyabinsk provided the study base for this
research. This article operates the results of the sociological survey, a single
instrumentarium questionnaire selected as the main research method. The
total number of 250 teachers participated in the survey at each university.
The study showed that the paperwork on instructional programs
accompanying the educational process forces out any field-specific types of
teachers’ professional activity, which in its turn compromises the
researchers’ satisfaction with their own scientific activities.
The overwhelming majority of respondents of 76.5% consider the lack of
time, as the main cause of insufficient scientific activity. In particular, the
respondents point to time-consuming workload with additional assignments,
as well as performing duties, distracting from the full focus on science.
According to the respondents, the bureaucratization of higher education in
the cultural sphere displaces actual scientific activity, which allows
achieving prestige, career growth and upward mobility in the university
environment. Furthermore, an increasing number of rate indicators, a variety
of paperwork describing methodological standards, increasing procedures
for monitoring and supervision of the activities of the teacher lead to the
shortage of time for self-education of teachers, reduce research activity and,
eventually, become a tangible obstacle to sustainable interactions with
students preventing personalized translation of personal influence and
experience.
398
DOI: 10.22363/09669-2019-398-404
Tutors of universities of culture state that the general atmosphere in the
country does not give the feeling that science is in demand in our society.
Therefore, they do not see the point of spending efforts; and only 14.4%
admitted that difficulties are purely subjective in nature (that means that a
teacher does not fulfill his or her responsibility to reach new scientific
problems generate original ideas, look for ways to implement them). In
other words, the shortage of time combined with the underfunding of
scientific activity are the main reasons for the lack of scientific efficiency of
teachers of higher educational institutions of culture. Overwhelming
majority of the teaching community is dissatisfied with the formalization
(bureaucratization) of higher education. A common thread in researching
the problems and prospects for the development of modern education is that
an effort to standardize results (shaping them as an effective and
technological educational “product”) in order to increase the
competitiveness of Russian universities among the world’s leading scientific
and educational centers, manifests totalitarian standardization of the
educational process.
Reforms of higher education remain unintelligible for a critical majority of
teachers of universities of culture under this study. Most scientific and
pedagogical workers believe that these reforms are rather harmful, as they
aim at destroying traditional communication between the teacher and the
student. As the teachers believe, converting educational process into the
mere “paper flow” deprives the teacher of the possibility of effective
interpersonal communication with students.
The empirical base of the research described in this article features several
Universities of Culture. However, numerous publications on similar topics
in various publications and the Internet make it possible to expand the
article conclusions significantly, and to extend them to the entire system of
higher education of the Russian Federation. With the only exception of
particular metropolitan universities that have a special status and, therefore,
the ability to ignore most odious reformist attitudes.
Keywords: universities of culture, prestige of educational activities

Ludmila B.Zubanova1, Sergey B.Sinetskiy2, Maria L. Shub3
¹Chelyabinsk State Institute of Culture, Chelyabinsk, Russia,
e-mail: milazubanova@gmail.com
²Chelyabinsk State Institute of Culture, Chelyabinsk, Russia,
e-mail: sbs62@mail.ru
³Chelyabinsk State Institute of Culture, Chelyabinsk, Russia,
e-mail: shubka_83@mail.ru

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