The article reveals the problem of typology of research and pedagogical stuff of higher education (RPS) through the prism of a sociological approach. The relevance of the problem is determined by the significance of the application of typology as a method of scientific cognition to the sociological study of RPS. The novelty of the proposed sociological approach to the typology of RPS consists in the possibility of its interpretation as a way of structuring a specific social reality by highlighting certain types of their activities in it. As such a social reality, the processes taking place in universities, as well as the typologies being constructed in the higher school system, and after them typologies in the universities themselves and their social communities are considered. Of particular importance is the identification of types of specialists in the scientific and educational community of the RPS, which is characterized as a driver of economic, scientific, social, and cultural development of universities, regions, and society, as a whole. The purpose of the article is to carry out a typological analysis of RPS, meaning the identification of typological groups (types of RPS) among them on the basis of certain criteria (grounds). The research methodology is represented by three interrelated approaches - typological, community, resource. The result of the study was identified on the basis of certain criteria of the typology of the RPS, knowledge of which will help the management structures of universities to successfully solve practical problems of higher education in specific universities. The construction of RPS typologies will contribute to the transformation of this scientific and educational community into a real scientific and intellectual leader of university development. The article makes an important conclusion about the expediency of designing the typology of the RPS at the university in accordance with the typology, objectives and strategy of university development and management.