The article analyzes resource mobilization of the academic community (AC) of Russian universities through the prism of methodological approaches to the study of the problem. Attention is drawn to institutional, normative, community, resource, and communicative approaches. The content of each of them is revealed. The ways of their use in the analysis of the mobilization of AC resources are shown. For this purpose, the article specifically provides one of the possible typologies of AC resources. Applying the resource approach and mobilizing various types of AC resources, the author proposes to allocate: a research resource (activity and/or willingness to participate in grant and initiative projects, contractual work, the ability to obtain significant scientific results, etc.); a publication resource (publication activity, its quality, the degree of involvement of various AC groups in it, etc.); an academic qualification resource (the real level of academic skills, Ac activities in academic development); a symbolic resource ("productivity" of titles, academic degrees, awards, expert statuses, etc.); an "ideological" resource (the level of knowledge, understanding, acceptance of the goals of the university development strategy, as well as AC readiness to participate in its implementation in the new conditions of the trauma society); a research teams resource (the presence of research teams, schools and groups, their traditions and social capital); a communicative resource (quality and density of academic communications, etc.); a temporal resource (resources of AC social time, age, etc.); a mentoring resource (AC resources necessary for the reproduction of academic staff, including motivation, mentoring competencies, etc.); an educational and pedagogical resource (AC resources necessary for the formation of personnel for the new economy, including professional and academic mobility, interaction with practitioners, modern knowledge of the industry), etc.