Students as catalysts for academic development of university faculty
Relevance. In the context of higher education transformation, the study of students' role as active participants in the educational process is of particular importance, as their initiative and engagement can catalyze faculty professional growth. The article examines students as active educational agents and explores their impact on faculty academic development. The scientific problem lies in the contradiction between the traditional 'teacher-student' model and the need to transform educational relationships into partnerships based on mutual development. The lack of theoretical and methodological approaches to assessing the influence of student activity on faculty academic development necessitates a comprehensive study of this phenomenon. Methods. A questionnaire survey conducted in October-November 2024 among the university faculty (n=2120) of fifteen Russian universities (participants of the “Priority 2030” program and candidates for inclusion). Research Results. The study examined faculty's desire to academic development and students' influence on this process (their expectations, requests, and requirements). Respondents were asked, based on their teaching experience, to indicate the percentage of students motivating their professional, personal, and career development. According to subjective faculty assessments, 47% of students contribute to their academic development. Respondents from classical universities feel a stronger student influence (53%) on their development desire, which may be associated with traditional teaching methods and established academic culture in such institutions. Female faculty and those actively participating in university events aimed at their academic development assess student influence higher (51% and 53%, respectively), indicating the importance of student involvement in the educational process. Respondents satisfied with their university employment note a higher percentage of students motivating their academic development (60%). Conclusions: The study showed that students are a significant driver of faculty academic development, with their influence being stronger in classical universities due to established traditional teaching methods and academic culture. Higher student impact on faculty is observed among female educators and those actively engaged in university life, particularly noticeable under positive professional climate conditions. The article is useful for university managers in making decisions regarding employee academic development management, as well as for university faculty and anyone interested in higher education issues. The obtained data can be used to develop more effective strategies for stimulating faculty academic development, programs to enhance student educational motivation, and optimize student-faculty interaction, thereby improving the quality of educational process and academic development of university employees.
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P.A. Ambarova, Professor at Ural Federal University, for critical comments and constructive recommendations that made it possible to improve the text of the publication; anonymous reviewers; university faculty of Russian universities who participated in the questionnaire survey.