Development of the educational sciences is determined by the individual field experts and academics who hold different roles (researches, university teachers but also managers and/or members of departments/faculties/universities with different administrative tasks). After the political change in 1989, Czech educational system (alongside other areas of society) underwent radical changes. The period of deconstruction was followed by a partial stabilisation and reconstruction of a new system towards a decentralized one (cf. Poláchová Vašťatková, Prášilová, 2013). Similarly to Germany in the 70´s and 80´s of the 20th century (cf. Wulf, 2003), Czech educational sciences have gone through the transition process from humanistic conceptions of education towards empirically based science since 1989. This was strengthened by removing Marx-Lenin ideology and resulted in the replacement of leaders in educational sciences of that time, in transferring the institutional foundations of educational sciences to different Czech universities and other non-university places etc. Since 25 years have passed, it seems important to question the key process of all schools, universities including, the educational process. To be more precise: to tackle the (change of) conceptions of university teaching in the context of university instruction from the perspective of leaders of educational sciences. Conceptions of teaching reflects the conception of academics´ role as teachers and his/her other roles, their identities, their subjective conception of the instruction, aims, content and methods of instruction but also the conception of roles of all others who are connected with university education.  The paper has been inspired by various foreign researches dealing with shifting identities in higher education (Trahar, 2011), construction of identity-trajectory (McAlpine, Amundsen, Turner, 2014), academics' experience of being a head of department (Floyd, Dimmock, 2011), but also the sense of tradition and the purpose of educational history (Macintyre, 2014) and arguments posed by representatives of critical education (Giroux, 1991). It focuses on the changing the role of academics, specifically changing the academics´ labour in teaching.

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