Abstract:

Introduction:
The innovative potential of the third aged university professorship has to be analyzed in situation of change in the system of higher education in Russia and due to the considerable increase in the number of teachers of the third age. It is important to describe their abilities in innovative transformation, and the content of their innovative activity in strict requirements of professional achievement and age restrictions and barriers.

Materials and methods:
The innovative activity of university teachers of the third age was investigated by the research team of the Ural Federal University in the framework of the project "Education as a resource for the preservation and development of the social community of people of the third age" (2019). The article is based on the survey of teachers of the Ural Federal District, performed with the questionnaire method with quota sample. Quotas were based on regions of the district, areas of training, type of university. The sample size of teachers - 811 people, teachers of the third age comprised 39.5% of the total sample population (348 people).

Results:
The study revealed that the innovative activity of the professional community of university teachers is not differentiated by their age. The elder teachers are as creative and innovative as the young teachers, but the content and character of their activity differs. Teachers of the third age (in comparison with younger colleagues) are more focused on the implementation of innovative projects in research activities than in teaching. They are more active in performing as experts, they develop stronger ties with authorities, industrial enterprises, organizations of the socio-cultural sphere, they communicate effectively in the public sphere, they influence public opinion, and implement advisory and consultative tasks. Statistical analysis revealed the connection between the intensity of sociocultural activity, civic activism of third-age teachers and their innovative activity in the professional sphere.

Conclusions:
The study arouse the significant innovative potential of teachers of the third age, the relative inconsistency of the concept of low adaptability of older teachers to changes and new technologies. Nevertheless, it is important to evaluate, how the conditions created by universities reflect the specifics of adaptation capabilities and age characteristics of elder teachers, how universities form the basis for the development of their human capital and the transfer of professional and social experience to the next generations of teachers.

Keywords:

Innovation, innovative activity, innovative potential, third age, higher education.