Gendered perceptions of professional development in academia: evidence from a Ukrainian university

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dc.contributor.authorTsymbaliuk, Svitlana
dc.contributor.authorЦимбалюк, Світлана Олексіївна
dc.contributor.authorЦимбалюк, Светлана Алексеевна
dc.contributor.authorKurchenko, Lina
dc.contributor.authorКурченко, Ліна Миколаївна
dc.contributor.authorКурченко, Лина Николаевна
dc.contributor.authorTokar, Volodymyr
dc.contributor.authorТокар, Володимир Володимирович
dc.contributor.authorТокарь, Владимир Владимирович
dc.contributor.authorVinska, Oksana
dc.contributor.authorВінська, Оксана Йосипівна
dc.contributor.authorВинская, Оксана Осиповна
dc.contributor.authorShkoda, Tetiana
dc.contributor.authorШкода, Тетяна Никодимівна
dc.contributor.authorШкода, Татьяна Никодимовна
dc.date.accessioned2020-11-30T08:34:09Z
dc.date.available2020-11-30T08:34:09Z
dc.date.issued2020
dc.description.abstractThe aim of the article is to study the impact of gender on the professional development of university teachers and their motivation for professional advancement. The article analyzes gendered perceptions of the professional development in the Ukrainian academic sector based on the survey of teachers from Kyiv National Economic University named after Vadym Hetman (KNEU) (Ukraine). The respondents provided their assessment of conditions that support or destroy their academic careers. The findings showed significant divergence in gendered perceptions and attitudes toward motives, conditions and results of professional development at the university. Although all staff members were unanimously confident in their professionalism, the degree of satisfaction, perception of fairness and willingness to engage in management through initiatives was significantly lower among women. Female academics expressed a greater need for mentoring, while men showed greater interest in material incentives. Impressively, 11% of women versus 0% of men believe that their gender is an obstacle to their career. The study findings require the inclusion of gender aspects in the university’s development strategy and ensuring equal opportunities at all stages of HR management in academia.uk_UA
dc.identifier.citationGendered perceptions of professional development in academia: evidence from a Ukrainian university / Svitlana Tsymbaliuk, Lina Kurchenko, Volodymyr Tokar [et al.] // Problems and Perspectives in Management. – 2020. – Vol. 18, Iss. 1. – P. 394–404.uk_UA
dc.identifier.issn1727-7051
dc.identifier.urihttps://ir.kneu.edu.ua:443/handle/2010/34421
dc.language.isoenuk_UA
dc.publisherLLC “Consulting Publishing Company “Business Perspectives”uk_UA
dc.subjectgenderuk_UA
dc.subjectacademiauk_UA
dc.subjectprofessional developmentuk_UA
dc.subjectequal opportunitiesuk_UA
dc.subjectgender studiesuk_UA
dc.subjectprofessional development of teachers in higher educationuk_UA
dc.subjectгендерuk_UA
dc.subjectвища освітаuk_UA
dc.subjectпрофесійний розвитокuk_UA
dc.subjectрівні можливостіuk_UA
dc.subjectгендерні дослідженняuk_UA
dc.subjectпрофесійний розвиток викладачів ЗВОuk_UA
dc.titleGendered perceptions of professional development in academia: evidence from a Ukrainian universityuk_UA
dc.title.alternativeГендерні особливості сприйняття професійного розвитку в академічному середовищі: дані українського університетуuk_UA
dc.typeArticleuk_UA
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