A simple search for recent news in academia leads to articles discussing increasing pressures on faculty. These range from the pressures to produce publications (Kuzhabekova, Hendel, & Chapman, 2015), to raise research funding (Dougherty et al., 2016), to demonstrate greater engagement with external stakeholders (Hazelkorn, 2015), to teach longer hours and to advise a greater number of students (Bowen & Tobin, 2015), and to produce reports to ensure institutional accountability, while being paid less, being evaluated against harsher tenure and promotion standards (Nica, 2018), having to undergo severe competition to enter a tenure track position, and facing a higher likelihood of being employed as an underpaid parttime faculty member facing few prospects to move to a permanent assignment (Hoeller, 2014). These topics indicate a growing set of challenges and demands for faculty members in higher education, not just in one region of the world, but internationally. Accompanying these heated discussions, there is a growing body of scholarly research exploring the various demands of faculty in contemporary society. Worldwide, evidence shows the presence of increasing pressures, as well as lack of gender parity and equity throughout the academic pipeline (CohenMiller, 2013; Winslow & Davis, 2016; Ward & Wolf-Wendel, 2017). Those traditionally excluded from higher education face additional challenges not encountered by the majority (Turner, 2002). Moreover, studies show these challenges are experienced similarly by both domestic faculty members and internationally mobile faculty members employed at campuses around the world. Within this body of research, there is a growing amount of research in certain regions, yet still a lack of studies exploring the conditions of work and life of faculty in post-Soviet countries. After two and a half decades of independence, the composition of faculty might have changed in the universities of the post-Soviet states with a new generation of faculty gradually replacing the one trained and professionalized in the Soviet Union, but there has been little to no research examining the state of the professoriate in Eurasia. Meanwhile,

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后苏联教育改革25年：对大学教职员工的影响

通过简单搜索学术界的最新新闻，可以找到有关教师压力不断增加的文章。这些压力包括出版出版物的压力（Kuzhabekova，Hendel和Chapman，2015），筹集研究资金（Dougherty等，2016），展示与外部利益相关者的更多参与（Hazelkorn，2015），讲授更长的时间和为更多的学生提供建议（Bowen＆Tobin，2015），并制作报告以确保机构责任感，同时减少报酬，根据更严格的任期和晋升标准进行评估（Nica，2018），必须经历激烈的竞争才能进入终身职位，并且被雇用为低薪兼职教师的可能性更高，几乎没有可能转为永久职位（Hoeller，2014）。这些主题表明，不仅在世界一个地区，而且在国际上，对高等教育教职员工的挑战与需求也日益增长。伴随着这些激烈的讨论，越来越多的学术研究探索了当代社会中教师的各种需求。在全球范围内，有证据表明，整个学术渠道中存在着越来越大的压力，以及性别均等和平等的缺失（CohenMiller，2013； Winslow＆Davis，2016； Ward＆Wolf-Wendel，2017）。传统上被排除在高等教育之外的人面临着大多数人没有遇到的其他挑战（Turner，2002）。此外，研究表明，在世界各地的校园中聘用的国内教师和国际流动教师都同样经历了这些挑战。在这一研究范围内，某些地区的研究越来越多，但仍然缺乏探索后苏联国家教师工作和生活条件的研究。经过两个半独立时期，后苏联各州的大学教师组成可能发生了变化，新一代教师逐渐取代了在苏联受过训练和专业化的教师，但是几乎没有审查欧亚大陆教授状况的研究。同时，后苏联各州的大学教师组成可能已经改变，新一代的教师逐渐取代了在苏联受过训练和专业化的教师，但是几乎没有研究来检验欧亚大陆教授的状况。同时，后苏联各州的大学教师组成可能已经改变，新一代的教师逐渐取代了在苏联受过训练和专业化的教师，但是几乎没有研究来检验欧亚大陆教授的状况。同时，