The Motivation of Russian and Kazakhstani Faculty Members in the Cross-Cultural Context

Abstract

Background & Objective: The motivation of university faculty members in a cross-cultural context is one of the main issues in the context of internationalization of higher education. This research aims to explore if there are significant differences in motivational drivers between Kazakhstani and Russian university faculty members based on their cultural background. Methods: The research involves 158 university faculty members from Kazakhstan and Russia. The research applies cross-survey methodology. Results: The findings on the main motivational themes show that Kazakhstani university faculty members have a higher orientation to security and stability and integration of lifestyle. Russian university faculty members have higher levels of autonomy, challenge and entrepreneurship. Conclusion: The conducted research presented the main motivational drivers of Kazakhstani and Russian faculty. It is evident that Kazakhstani and Russian university faculty members have significant differences in motivational profiles, despite the shared Soviet past. Research showed that Russian faculty is motivated by creativity and challenges, whereas their Kazakhstani counterparts seem to be more focused on the security and work-life balance. Nevertheless, the occupational peculiarities show similarities in the attitudes to money and power.

Nurturing the scientific mind: resilience and job satisfaction among Saudi faculty

“…These studies particularly highlight SDT’s relevance in understanding faculty motivations in teaching and research. However, the theory’s inclination towards intrinsic factors may overlook extrinsic motivations and cultural variances, a gap identified in studies by Turgumbayeva et al (2019) and Marcus et al (2022) .…”

“…Furthermore, the applicability of Western-developed models in the Saudi educational context remains questionable. Studies by Hanson et al (2022) , Stupnisky et al (2023) , Turgumbayeva et al (2019) , and Marcus et al (2022) highlight the underexplored regions, particularly how resilience and job satisfaction collectively influence research motivation and the relevance of motivational theories like self-determination theory (SDT) and social cognitive career theory (SCCT). Addressing these gaps, our study seeks to provide a more holistic understanding of these interactions, aiming to enrich academic discourse and inform policy-making and institutional practices in Saudi Arabian universities.…”

Pengaruh Motivasi Karir, Dorongan Finansial, Persepsi Mengenai Biaya Pendidikan Terhadap Minat Mahasiswa Mengikuti Pendidikan Profesi Guru

“…Namun, para lulusan magister merasakan kepuasan tersendiri dalam mengejar gelar tersebut. Pernyataan ini sesuai dengan motivasi mahasiswa MBA Kazakhstan dalam meraih gelar, salah satunya yaitu dapat membuka peluang baru, seperti, perluasan jaringan sosial yang berkualitas, pengembangan dan kemajuan karir, serta peraihan gelar dapat dijadikan sebagai bentuk investasi dalam karir kedepannya (Turgumbayeva et al, 2023). Untuk itulah peneliti ingin mengetahui bagaimana pengaruh motivasi karir, dorongan finansial dan persepsi mahasiswa mengenai biaya pendidikan terhadap minat mahasiswa dalam mengikuti Pendidikan Profesi Guru (PPG).…”