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Biographical research used lifelines and autobiographical essays from 56 participants aged 23–30 in Poland and Ukraine. A typology of biographical narratives was developed, highlighting key similarities and differences. Traditional motives—curiosity, status, and financial rewards—remain central, alongside emerging motives such as investing oneself and social mission.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-educational-biographies-of-engineers-starting-academic-careers-comparative-perspective-of-poland-and-ukraine/589007/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-educational-biographies-of-engineers-starting-academic-careers-comparative-perspective-of-poland-and-ukraine/589007.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the research in this paper?","Question",{"text":112,"@type":113},"To study educational biographies of engineers who started PhD studies, and determine the role of young people’s experiences and life history in decisions about beginning an academic career.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the biographical data collected and analyzed?",{"text":117,"@type":113},"The study used lifelines and autobiographical essays prepared by PhD students from technical universities in Poland and Ukraine, involving 56 participants aged 23–30. A typology of biographical narratives was developed from the analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"Which motives for choosing an academic career were identified?",{"text":121,"@type":113},"Traditional motives included curiosity, professional status, and financial rewards. New motives also emerged, including investing oneself and a social mission, while employment uncertainty and lower academic remuneration made career planning difficult.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589007,1792188548,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","THE EDUCATIONAL BIOGRAPHIES OF ENGINEERS STARTING ACADEMIC CAREERS: COMPARATIVE PERSPECTIVE OF POLAND AND UKRAINE  \nEmilia Mazurek  \nWroclaw University of Science and Technology, Wroclaw, Poland [emilia.mazurek@pwr.edu.pl](emilia.mazurek@pwr.edu.pl)  \nOlena Vynoslavska  \nNational Technical University of Ukraine \"Igor Sikorsky Kyiv Polytechnic Institute\",  \nKyiv, Ukraine  \n[olenavynoslavska@gmail.com](olenavynoslavska@gmail.com)  \nThe recent changes taking place in the European higher education systems leads to less stable, less secure and less attractive working conditions for academic teachers. Nonetheless, it is observed that the academic profession is attractive for young talented people. The research was aimed at studying educational biographies of engineers who took up PhD studies at technical universities in order to find out the importance of young people’s experience and life history in making important life decisions (i.e. starting academic career) . The biographical research was performed based on the material of lifelines and autobiographic essays prepared by PhD students of technical universities in Poland and Ukraine. The study included 56 participants of 23 to 30 years of age. A typology of biographical narratives was developed as a result of analysis of the research material. Additionally, the crucial similarities and differences between educational biographies of PhD students from Poland and from Ukraine were indicated. On the basis of the research it can be determined that traditional motives of undertaking the academic profession – i.e. curiosity, professional status, and financial rewards – still play a big role. New motives are also appearing: investing oneself and social mission. An academic profession is seen as a possibility of development and autonomy to a greater extent than in the economic sector. However, the lack of guarantee of employment at the university after PhD studies and lower remuneration in academic structures compared to the economic sector make it difficult to plan one's own future and choose academic career instead of a different career path.  \nKeywords: academic profession; educational biography; higher education; PhD studies; technical university.  \nIntroduction  \nThe significant transformations in higher education systems in European countries visible during the last half-century have changed the academic profession (Fumasoli, Goastellec & Kehm, 2015) . Massification of academic education that involves consequences in terms of the quality of education, change in the relations between students and academic staff, depreciation of diplomas, as well as restrictions on research funding, escalation of competition between scientific centres and researchers for external funding of research, the necessity of establishing cooperation between universities and employers are just a few examples of changes taking place in the European higher education systems. These transformations utterly crumble the academic status quo, while altering the condition of the academic staff and its prospects for the future. Kwiek (2016) analyses the state of higher education by writing that \"Traditional social contact of the state with the academy, making things simpler, meant a large range of academic autonomy, a great freedom of having own time, high professional stability and – with growing difficulty, but still possible to maintain – material status of the middle class. The new contract means withdrawing of the state from all the dimensions of academic work guaranteed so far (...): deteriorating academic autonomy (in the sense of increasing emphasis on the applicable, and not the fundamental nature of research, and thus on the nature of the relationship of the research subject - its public funding), reduced professional stability, decreasing control of having own time and the declining material status\" (p. 237) . The author accentuated that under current conditions, academic work gradually bears a resemblance to","cbCaidLuRcDWg4yP","https://ap.wps.com/l/cbCaidLuRcDWg4yP","pdf",304948,"English","# Introduction\n## Context: European higher education transformations\n## PhD studies and career attractiveness in Poland\n## PhD studies and career expectations in Ukraine","[{\"question\":\"What was the purpose of the research in this paper?\",\"answer\":\"To study educational biographies of engineers who started PhD studies, and determine the role of young people’s experiences and life history in decisions about beginning an academic career.\"},{\"question\":\"How was the biographical data collected and analyzed?\",\"answer\":\"The study used lifelines and autobiographical essays prepared by PhD students from technical universities in Poland and Ukraine, involving 56 participants aged 23–30. A typology of biographical narratives was developed from the analysis.\"},{\"question\":\"Which motives for choosing an academic career were identified?\",\"answer\":\"Traditional motives included curiosity, professional status, and financial rewards. New motives also emerged, including investing oneself and a social mission, while employment uncertainty and lower academic remuneration made career planning difficult.\"}]","THE EDUCATIONAL BIOGRAPHIES OF ENGINEERS STARTING ACADEMIC CAREERS - COMPARATIVE PERSPECTIVE OF POLAND AND UKRAINE | PDF",1792066368,18]