This article is based on a case study conducted within the National Research University Higher School of Economics (NRU HSE) that examined the identity fragmentation of academic professionals in the context of current educational and academic reforms in Russia. Seven hundred and five professors were surveyed for the study, which focused on budgeting work time. The authors single out and describe eight groups of teachers using various structures for budgeting their working time: (1) teachers; (2) teachers engaged in research; (3) teachers engaged in administrative work; (4) researchers; (5) administrators; (6) teachers/researchers/administrators; (7) teachers/researchers; and (8) teachers/administrators. These groups were classified by comparing professional goals, evaluations of working conditions, the university's strategic goals, and attitudes toward publication policy. [This article was translated by Lucy Gunderson.]