Science for Education Today, 2022, vol. 12, no. 4, pp. 143–161

Opportunities for the implementation of career lift technology in higher educational institutions

Pesha A. V. 1 (Yekaterinburg, Russian Federation)
1 Ural State University of Economics

Introduction. The article is devoted to the involvement of higher education stakeholders in the process of building students and graduates’ careers. The purpose of the article is to summarize modern ideas about the phenomenon of ‘a career lift’ and present author's views on the possibilities of implementing a career lift technology in higher educational institutions.
Materials and Methods. The paper presents a subject-centered conceptual model of implementing the career lift technology, based on the methodology of systemic, subject-activity and environmental approaches to scientific cognition. The research methods included etymological and bibliographic analysis used to summarize and clarify the concepts of ‘career’ and ‘career lift’. The modeling method was employed for the complex study and reproduction of the structure and the properties of the career lift technology in universities.
Results. The author presented an analysis of existing world approaches to the interpretation of the concept of ‘career’, summarized their main features and presented a clarified definition of this phenomenon. Based on the etymological and bibliographic analysis of the concepts ‘career’, ‘lift’ and ‘career lift’, reflected in dictionaries and scholarly literature (both Russian and international), the author proposed and justified her approach interpreting the career lift phenomenon. As a result, the author proposed two ways of interpreting the concept of the career lift. According to the first one, a career lift is a type of career building chosen by a person. The second one considers career lift as a technology of career support for students, graduates, and professionals. Based on the analysis and personal experience, the author developed and justified a subject-centered model of the career lift technology, implemented in several stages related to individual goals of a person as a subject of education. It is important to note that the model contains links between student's goals and goals and activities of higher education institutions and other stakeholders. The author argues that all the components of each level relatively exist as independent, since they always act interconnected with each other.
Conclusions. The author concludes that the subject-centered implementation of the career lift technology, based on the principles of consistency, flexibility, individual and environmental determination, and multidimensionality, is designed to ensure the effectiveness of actions and interactions within its structure.


Higher education; Career; Career lift; Transferable competencies; Educational environment; Stakeholder; Subject of educational activity.

For citation:
Pesha A. V. Opportunities for the implementation of career lift technology in higher educational institutions. Science for Education Today, 2022, vol. 12, no. 4, pp. 143–161. DOI:
  1. Andreyev A. I., Andriyanov A. V., Antipov E. A., Pavlova S. M. To the social portrait of a young Russian: A career aspirations research experience. Knowledge. Understanding. Ability, 2018, no.  2, pp. 103–113. (In Russian) DOI  URL:
  2. Bednyi B. I. A new postgraduate school model: Pro et contra. Higher Education in Russia, 2017, no. 4, pp. 5–16. (In Russian) URL:
  3. Bikbulatova A. A., Karplyuk A. V., Tarasenko O. V. Model of activities of the Resource Training Center of the Russian State Social University in terms of professional orientation and employment of persons with disabilities. Psychological Science and Education, 2017, vol. 22 (1), pp. 26–33. DOI:   URL:  
  4. Ivanova O. K. Perfection of mechanisms of management of labor potential of region. Economics of Civil Engineering and Municipal Economy, 2017, vol. 13 (3), pp. 255–262. (In Russian) URL:
  5. Kamarova Т. А. Necessary competences of students and university graduates for successful employment. Science Vector of Togliatti State University. Series: Economics and Management, 2021, no. 4, pp. 25–35. (In Russian) DOI URL:
  6. Kerer O. P., Pimenova N. A. Dual'noe obrazovanie kak uslovie effektivnogo vzaimodejstviya tekhnikuma i predpriyatiya. Vocational Education and Labour Market, 2017, no. 3, pp. 17–24. URL:
  7. Kovaleva A. I. Professional mobility. Knowledge. Understanding. Ability, 2012, no. 1, pp. 298–300. (In Russian) URL:
  8. Kogteva E. V. Practices of intergenerational interaction at the aerospace enterprises. Social and Humanitarian Technologies, 2017, no. 2, pp. 29–35. (In Russian) URL:
  9. Pesha A. V., Shavrovskaya M. N., Nikolaeva M. A., Shramko N. V., Kamarova T. A., Panchenko A. Yu.; Development and evaluation of professional competencies of university students: theoretical and methodological foundations, Kazan': Buk, 2020, 248 p. (In Russian) ISBN 978-5-00118-592-5 URL:
  10. Sokolova A. S. Career development education as a vector of educating innovative personnel. Bulletin of the Moscow State Linguistic University. Education and Pedagogical Sciences, 2019, no. 1, pp. 186–195. URL:
  11. Temnova L. V., Lizunova O. A. Factors of formation of university graduates'' career trajectories. Higher Education in Russia, 2017, no. 11, pp. 89–97. (In Russian) URL:
  12. Tsypkina M. G. Modern approaches to the study of the process of management of the youths’ professional mobility. Sociologiâ i pravo = Sociology and Law, 2017, no. 3, pp. 74–79. (In Russian) URL:
  13. Shavrovskaya M. N., Pesha A. V. Research results of the features of the career management by students. Management Issues, 2020, no. 6, pp. 71–80. (In Russian) DOI: URL:
  14. Aristovnik A., Keržič D., Ravšelj D., Tomaževič N., Umek, L. Impacts of the COVID-19 pandemic on life of higher education students: a global perspective. Sustainability, 2020, vol. 12 (20), pp.  8438. DOI:  URL:
  15. Bristow A., Robinson S., Ratle O. Being an early-career CMS academic in the context of insecurity and ‘excellence’: The dialectics of resistance and compliance. Organization Studies, 2017, vol.  38  (9), pp. 1185–1207. DOI: URL: 
  16. Corwin L. A., Runyon C. R., Ghanem E., Sandy M., Clark G., Palmer G. C., Dolan E. L. Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates’ research career intentions fully mediated by student ownership. CBE – Life Sciences Education, 2018, vol. 17 (2), pp. ar20. DOI:
  17. Cadez S., Dimovski V., Zaman Groff M. Research, teaching and performance evaluation in academia: the salience of quality. Studies in Higher Education, 2017, vol. 42 (8), pp. 1455–1473. DOI:  URL: 
  18. Davis C., Baty B. J., Hippman C., Trepanier A., Erby L. Genetic counselors with advanced skills: II. A new career trajectory framework. Journal of Genetic Counseling, 2020, vol. 29 (5), pp. 771–785. DOI:  URL:
  19. Harackiewicz J. M., Priniski S. J. Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 2018, vol. 69, pp. 409–435. DOI:  URL:
  20. Iivari N., Sharma S., Ventä-Olkkonen L. Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 2020, vol.  55, pp. 102183. DOI:  URL:
  21. Levecque K., Anseel F., De Beuckelaer A., Van der Heyden J., Gisle L. Work organization and mental health problems in PhD students. Research Policy, 2017, vol. 46 (4), pp. 868–879. DOI:  URL:
  22. Mann C. R. A study of engineering education: Prepared for the Joint committee on engineering education of the national engineering societies, New York: Merrymount Press, 1918, 170 р. URL:
  23. Nowiński W., Haddoud M. Y., Lančarič D., Egerová D., Czeglédi C. The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries. Studies in Higher Education, 2019, vol. 44 (2), pp.  361–379. DOI:  URL:
  24. Pereira O. P. Metacompetences: How important for organizations? Analysis of a survey in Portugal. Regional and Sectoral Economic Studies, 2013, vol. 13 (2), pp. 73–88. URL:
  25. Sundarasen S., Chinna K., Kamaludin K., Nurunnabi M., Baloch G. M., Khoshaim H. B., Sukayt A. Psychological impact of COVID-19 and lockdown among university students in Malaysia: implications and policy recommendations. International Journal of Environmental Research and Public Health, 2020, vol. 17 (17), pp. 6206. DOI:  URL:
  26. Tomlinson M., Anderson V. Employers and graduates: The mediating role of signals and capitals. Journal of Higher Education Policy and Management, 2021, vol. 43 (4), pp. 384–399. DOI:  URL:
  27. Van Lankveld T., Schoonenboom J., Volman M., Croiset G., Beishuizen J. Developing a teacher identity in the university context: A systematic review of the literature Higher Education Research & Development, 2017, vol. 36 (2), pp. 325–342. DOI:  URL:
  28. Watermeyer R., Crick T., Knight C., Goodall J. COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 2021, vol. 81, pp. 623–641. DOI:  URL:
Date of the publication 31.08.2022