The Functions of Generations of Educational Communities at the University

Abstract

The relevance of studying the generational functions of academic and administrative staff and students is due to the need to study the potential of generational communities and its use in the development of modern universities. Understanding the problems of intergenerational relations in universities is closely related to the identification and disclosure of the content of the functions of generations of educational communities. The purpose of the article is to examine the generational functions of university educational communities and the importance of these functions for universities. The possibilities of applying the methodology of the generational-functional approach, which involves the allocation of the dominant function of the generation, are substantiated. A theoretical interpretation of the concepts of the generation of the educational community, its social subjectivity and functions is proposed. The features of the generational structure of academic and administrative staff and students are presented. The author’s interpretation of the set of functions of the generations of these educational communities is given and the dominant functions of generational communities are substantiated. The practical significance of generational and functional analysis of educational communities for the development of the university’s “age and generation policy” aimed at unlocking the potential of generations and harmonizing intergenerational relations is shown.

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