University of Excellence: What has Changed for Teachers

This article discovers the evolution of the academic community over the past five decades in the context of theories of the “University of Excellence” (B. Readings), “global academic revolution of the XXI century” (P.J. Altbach) and “transnational model of science” (Y. Gingras). The first chapter of the article provides an analysis of the results of the global academic revolution and its impact on both the institutional academic landscape and the status of the academic profession. The second chapter examines the influence of the practices of “transnational science” on the content and nature of professional activities, lifestyle and values of modern university teachers. In the realities of “fast science”, a scientist is often forced to comply with the principle of “publish or perish”, which can adversely affect his or her creative personality and the ability to conduct long-term and extraordinary research projects. The new business culture, which is transferred from the sphere of corporate business to universities, pays teachers' special attention to the implementation of the result set by the administration, negating any discussion about its content and quality. Based on the analysis of institutional trends and university practices, some conclusions regarding the prospects for higher education are drawn.