INTERGENERATIONAL INTERACTIONS IN UNIVERSITIES: SEMANTIC CORE ANALYSIS OF INTERVIEWS WITH TEACHING AND ADMINISTRATIVE STAFF

Abstract

Introduction. The relevance of the study stems from the risks that unresolved generational contradictions may pose to the quality of education and research, personnel reproduction, and the sustainability of higher education institutions. The aim of the article is to identify and systematize key problem areas and conflict triggers, as well as to propose ways to harmonize intergenerational interactions in the contemporary Russian university.

Materials and methods. The empirical basis consists of 41 semi-structured interviews with academic and teaching staff (n=20) and administrative and managerial staff (n=21) from universities of the Ural Federal District. The sample has been formed considering regional representation, type of university, disciplinary profile, and level of management. A combination of qualitative and quantitative text processing methods has been used for the analysis, including the extraction of semantic cores of the interviews, frequency analysis of keywords, and data visualization.

Results. Even though informants generally characterize relations as conflict-free, a detailed analysis reveals latent problem areas capable of causing damage in the long term. Among these problem areas are the technological gap, value differences, mutual misunderstanding, and competition for resources (positions, funding, staff units). According to respondents, the main triggers exacerbating these problems are digitalization, the consequences of the pandemic, state policy (the "Priority-2030" program and similar initiatives), educational reforms, and increased workload. The attitude towards the existing policy of staff rejuvenation is ambiguous, and its main risk is perceived to be the loss of experience, generation gap, and disappearance of scientific schools.

Discussion. Based on the results, four principles aimed at harmonizing intergenerational relations are proposed: 1) equality and mutual respect; 2) continuous and mutual learning, including the institutionalization of mentoring; 3) a balanced age policy that considers risks to knowledge continuity; 4) fostering an inclusive corporate spirit. The obtained data and conclusions can be used to develop effective personnel and management policies in universities aimed at turning multi-generational composition into a key resource for development.