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The topicality of our study is due to its treatment of a number of contradictions typical for Russia’s system of higher education in general and for Kemerovo State University (located in the city of Kemerovo, Russia). These contradictions include discrepancies between the general employment requirements for university faculty and the specific situation at a university, and between the ageing of faculty and the absence of an adaptation system for early career educators at institutions of higher education institutions. The article presents the outcomes of an empirical study of professional adaptation of junior faculty members aged 22–30 and employed by Kemerovo State University (KemSU). Conducted in 2015, the study revealed the trend towards the general reduction of faculty at KemSU. Early career teaching staff accounted for only 6.4% of the total number of full-time faculty. Since there is no established system of professional adaptation, early career faculty have to adapt to university teaching in a spontaneous fashion. An opinion poll helped outline the problem areas for early career faculty, as well as a number of factors which create more favorable conditions for professional adaptation. The main motivation for early career faculty was found to be in their commitment to teaching and research and their striving to achieve a certain social status. Most junior teaching staff are satisfied with the relations they have  with colleagues and students. They participate in corporate events of the university, or at least express interest in those. Respondents assessed their own level of professional competence as average or high. The main problems faced by early career staff at Kemerovo State University are low wages (and consequently, low welfare), large amount of paperwork, low students’ motivation and their dismissive attitude to studying, great emotional and mental load, lack of time and/or pedagogical experience, and the style of governance adopted by the university administration. . A review of these factors leads us to a conclusion that the adaptation of early career faculty members at KemSU is much more successful on the social and physiological level than on the professional, pedagogical and socioeconomic ones. This calls for a more detailed examination of the problem in order to provide a theoretical foundation for setting up an administrative mechanism which will help create favorable conditions for successful adaptation of faculty members.

Факторы профессиональной адаптации молодых преподавателей вуза