University Culture Research Articles

أثر المرونة الاستراتيجية في تعزيز الثقافة التنظيمية في الجامعات الأهلية العراقية محافظة بغداد نموذجاً

The study conducted on a sample of 90 individuals from private universities in Baghdad, Iraq, shows that these universities possess a high level of strategic flexibility. This is reflected in their ability to adapt to environmental changes and competition in the educational sector. Innovation in academic programs and services is considered a key element that enhances the competitiveness of these universities. The study also demonstrates a clear positive impact of strategic flexibility on organizational culture. The results indicate that competitive flexibility plays a major role in strengthening organizational culture, while resource flexibility shows an important but less powerful effect. This underscores the importance of focusing on both aspects to improve the work environment in universities. The recommendations emphasize the need for private universities to develop programs that foster creative thinking and innovation. This can be achieved by establishing research and development centers that adopt and implement new ideas in line with market demands and student needs. Additionally, it is advised to implement comprehensive policies that focus on enhancing strategic flexibility in various aspects of university operations, whether in competitiveness or resource management. This will enable universities to adapt to future changes and achieve their goals effectively. Overall, the study highlights the significance of strategic flexibility as a fundamental factor in enhancing organizational culture in Iraqi private universities, necessitating the development of strategies that support continuous innovation and adaptation.

Leave or stay? A narrative inquiry of tensions in novice English teachers’ professional identity construction at China’s private universities

Novice English teachers at China’s private universities are easily confronted with tensions when they constructed the professional identity in the early career stage. Drawing on a theoretical framework of social identity theory, self-discrepancy theory and situated learning theory, this narrative inquiry study explored the causes, manifestations, and solutions to teachers’ professional identity tensions through in-depth interviews. Data were interpreted through metaphorical biographies and thematic analysis. Results show that tensions were caused by discrepancies among three self-concepts and conflicts between the English teacher identity and the private university teacher identity. In tensions, many aspects of participants’ professional identities were impaired and they unfulfilled the organizational identification. Participants reconciled three selves and adopted two approaches (assimilation and dissimilation) to navigate PI tensions. Policy makers are suggested to offer a well-established identity policy and sufficient research funding to facilitate the academic development of both private universities and teachers there. Private universities are suggested to provide diverse supports to teachers for their career development. Novice teachers could take the initiative of adapting to the culture and regulations of private universities and combine their research interest with the working context.

The Impact of New Managerialism on Academic Identity and Governance: A Comparative Study of University Cultures in the UK and Pakistan

This study explores the impact of New Managerialism on academic identity and governance in higher education institutions, focusing on the UK and Pakistan. New Managerialism, which includes corporate management, performance, measurement, and accountability elements, has been widely practiced in the UK but its effects in developing countries like Pakistan are yet to be fully understood. The study aims to inform the current and future developments of Higher Education Institutions (HEIs) within the context of global managership trends. The research uses both qualitative and quantitative research techniques, with samples collected from 30 participants from six universities, three from the UK and three from Pakistan. The study aims to examine the extent to which New Managerialism has impacted the identity and governance of academics in UK and Pakistani universities, compare the responses and adaptations of academics and administrators in both settings, and assess the general implications of change processes on institutional autonomy, academic freedom, and governance. The study finds that New Managerialism has led to new changes in academic identity, with performance indicators and managerial accountability superseding traditional academic values and principles. In the UK, faculty members report a feeling of powerlessness and detachment from their academic identity. In Pakistan, management practices are not well developed, but there is increasing pressure on academics to embrace performance management approaches. The practical implications of this research call for moderation in implementing managerial reforms in higher education. Policymakers and university leaders must note the challenges related to the protection of academic ideals and ensuring that pragmatic directions of managerial processes do not erode the liberties of academics and institutional independence. It is crucial that cultural models implemented by these managerial models exist in tune with regional requirements, encouraging and developing academicians without eradicating academic standards.

Student-run free clinics (SRFC) can solve three problems for Pakistan

Madam, Student-run free clinics are primary care bodies run by medical schools where students provide care under the supervision of senior faculty. SRFCs serve three main purposes in society i.e. undergraduate education, primary care and social justice providing care to the socially deprived. (1) It adds an extra layer of primary care and lessens the burden on secondary and tertiary care hospitals. In the United States, more than 75% of institutions are running SRFCs which provide care in chronic disease management, specialty care, imaging, laboratories, pharmaceuticals, and interdisciplinary services. (2) Care provided at these clinics is at par with other primary health care facilities. (3) They are equally important as a tool of undergraduate medical education (UME) as well as a social justice initiative. Considering Pakistan’s current economic status, SRFCs appear as an option worth trying. These free clinics if reasonably funded, could save thousands of dollars for Pakistan’s healthcare system. Such clinics will help monitor chronically ill patients and will be more cost effective as compare to advanced care units. According to the International Diabetes Federation, Pakistan is ranked third highest in number of diabetic cases. (4) These free clinics can reduce the burden by monitoring and providing necessary care to the diabetic population. Depending on the capabilities of the parent institution, the SRFC can provide care in various other areas as well. The SRFCs can serve as a potentially viable training ground for future doctors. Students from academically advanced years can be assigned different types of work at the clinics. Even first and 2nd-year students can be engaged in history taking and vitals monitoring whereas 3rd and 4th-year students can perform clinical examinations and interpretation of lab reports. Fifth year and interns can work under the direct supervision of senior faculty to prescribe medicine, perform minor procedures and lead other junior colleagues as well. This approach could foster a culture of collegiality, leadership, peer-assisted learning (PAL), and community involvement and at the end of all improve students’ clinical skills and confidence in patient management. Students managing such clinics will also get hands-on experience in running a healthcare setup and dealing with governance and legal issues. Advocacy and social justice in medicine can be encouraged using such initiatives. Students who work at these clinics will be introduced to public health, social work, global health initiatives and the importance of primary health care. ---Continue

Can university follow the digital transformation models applied in companies?

Universities are faced with several external and internal constraints in implementing their digital transformation, which can sometimes be contradictory. On the one hand, some constraints impose the need for rapid change to stay at the forefront of scientific research, while others, related to university culture, hinder this change and delay the implementation of this transformation. The COVID-19 is one of the major constraints that has disrupted university practices. Universities had to change their teaching methods for all of their programs and also their management methods in record time. Some universities were not sufficiently prepared for this challenge, and all the stakeholders had to adapt in sometimes difficult conditions to accomplish their missions. In the same COVID-19 circumstances, we noticed that most companies did not find the same constraints during the transition from in-person to fully remote work. This situation has led to the need to approach the subject from a very different perspective, based on the comparison of universities to companies as organizations that create value within an organizational framework using resources. This article aims to highlight advances in digital transformation in companies through a literature review. Then, a projection of these different advances is made for universities. This has allowed for a set of prerequisites necessary for the success of digital transformation in universities to be identified.

Institutional Cultural Norms, Cultural Motives for College and Adjustment: Cultural Mismatch Theory in the Chinese Context

Cultural mismatch theory attempts to explain how the independent, middle-class culture of U.S. higher education may inadvertently contribute to creating and maintaining social class inequalities for students from interdependently oriented, working-class background. The current research was the first attempt to examine the theory’s cross-cultural applicability in the Chinese context. Validating the main claims of cultural mismatch theory, more selective Chinese universities endorsed significantly more independent values but similar interdependent values as their less-selective counterparts (Study 1), and first-generation college students endorsed significantly more interdependent motives for college than their continuing-generation counterparts (Studies 2, 3). Somewhat different from prior findings in the U.S., which found holding interdependent models of self to robustly predict negative outcomes, results revealed nuanced cultural advantage for holding independent models of self for Chinese students in terms of lower depression (Study 2) and higher daily sense of fit over a 2-week span (Study 3). The Chinese university culture did not seem to exert unequal cultural barriers through a lack of interdependent norms, but an overemphasis of independent norms. The cross-cultural perspective helps contextualize institutionalized cultural mismatch in the culture of the larger society.

Assessment of study conditions, needs for action and students’ mental health in Germany – results from the cross-sectional StudiBiFra study

Abstract Aim The aim of this research is to describe students’ assessment of study conditions and needs for action from a students’ perspective, and to investigate the association of study conditions with students’ mental health. Subject and methods The cross-sectional StudiBiFra study includes data from 24,533 students of 13 universities in Germany. Data were collected between June 2021 and March 2023 using the “Bielefeld Questionnaire on Study Conditions and Mental Health”. Students rated 22 domains of study conditions, the urgency of needs for action, and four scales of mental health. T-tests and ANOVAs were used to examine differences between groups of students. Associations between satisfaction with study conditions and mental health were analysed using linear regression models. Results Students reported highest levels of satisfaction and lowest needs for action with lecturers’ support for writing a thesis, university culture, and the quality of students’ cooperation. Lowest satisfaction and highest needs for action were found in the support during final year of study, time requirements, examinations and academic achievements, and career prospects. Higher satisfaction with study conditions was overall associated with better mental health. The strongest associations with mental health outcomes were found for examinations and academic achievements, time requirements, fit of course content/competency development, and quality of students’ cooperation. Conclusion This study shows moderate to high associations of all study conditions under investigation with students’ mental health and provides detailed insights into study conditions relevant to mental health. Addressing these study conditions through institutional, data-supported preventive interventions should be prioritized to promote students’ mental health in a sustainable way.

THE IMPACT OF THE ORGANIZATIONAL CULTURE OF UNIVERSITIES ON THE PSYCHOLOGICAL WELL-BEING OF STUDENTS AND STAFF

This study examines the impact of the organizational culture of universities on the psychological well-being of students and staff, which, in turn, affects the quality of the educational process. The study was conducted using a questionnaire that included questions about the perception of inclusivity, transparency of university processes, support from the administration, as well as about the subjective levels of stress and emotional burnout of respondents. The results show that the majority of participants rate the university environment as inclusive and friendly, but at the same time indicate moderate stress levels and frequent emotional burnout associated with high academic or professional workload. An important conclusion of the study is a moderate positive correlation between stress levels and burnout, indicating the relationship between these factors: increased stress can exacerbate burnout, which reduces overall satisfaction. A weak negative correlation was also found between academic/work satisfaction and burnout, indicating that satisfaction partially compensates for the negative effects of stress. A comparison with previous studies confirms that a supportive organizational culture helps reduce stress and increase satisfaction. Based on the data obtained, recommendations are formulated for universities: to strengthen transparency in decision-making, expand access to psychological resources and develop inclusive initiatives. These steps will allow universities to create a healthier cultural environment that promotes psychological well-being, productivity and involvement of all participants in the educational process.

Perspectives on Academic Freedom in the Context of Transformation (insights Ukraine and Germany)

The article examines the current state of academic freedom in Ukraine and Germany in the context of their historical, social, and political challenges. Particular attention is paid to the impact of the Soviet legacy, bureaucracy, financial constraints, and the full-scale war in Ukraine on the functioning of educational and scientific institutions. The key aspects that define academic freedom are analyzed, including institutional autonomy, freedom of teaching, research, democratization of university culture, and international cooperation. The scientific novelty of the paper lies in identifying the interrelationships between the challenges of the post-Soviet legacy, structural barriers, the impact of war, and the prospects for international integration to strengthen academic freedom. The authors rely on the results of a thematic analysis of the discussion panel “Perspectives on Academic Freedom” held within the framework of the international conference “Open Science and Innovation in Ukraine 2024” (OSICU2024) and the German Year of Science 2024 - Academic Freedom initiative. The article identifies eight key thematic categories: academic freedom and autonomy, post-Soviet challenges, freedom of speech and censorship, funding and resource allocation, structural barriers, the impact of war on the academic environment, cultural and democratic development, and international cooperation. In each of these areas, the main challenges faced by Ukrainian and German universities are revealed and ways to address them are suggested. Considerable attention is paid to the issues of financial autonomy, which is the basis for the realization of academic freedom. The article discusses the need to increase basic state funding in Ukraine and to reform grant mechanisms in Germany. It is pointed out that international cooperation can play a crucial role in overcoming the challenges of war, involving Ukrainian scientists in the global academic community, and implementing best practices in university management. In addition, the study emphasizes the importance of developing democratic approaches to university governance and fostering a culture of openness and critical thinking. The results of the study offer recommendations for strengthening institutional autonomy, reducing bureaucracy, increasing the financial sustainability of universities, and ensuring academic freedom in the face of global and local challenges. The article contributes to the theoretical and practical understanding of the ways of transformation of the Ukrainian higher education system and its integration into the European educational space..

Lessons for National Social Integration from A Case Study of Kenyatta University Culture Week Activities

Since independence Kenya has witnessed ugly scenes that point to possible national disintegration. Despite efforts to promote national integration and cohesion has not been fruitful. We continuously witness social and cultural incompetence among the Kenyan folks. Nepotism, negative ethnicity and other forms of disintegration are still rampant. This study establishes the reasons behind this failure to achieve integration and national cohesion. Most specifically it seeks to establish the relationship between goal consciousness in national integration efforts and the practice of the same goals. The study used Kenyatta University’s culture week activities such as drama, music, dance and plays as its case study. Kenyatta University is a micro-representation of the macro-national activities that schools, colleges and universities engage in at the national level with national integration and cohesion as the chief objective. This makes the collection of data much easier given that the research focal point is one. The study employed qualitative research approach. Through description of the attitudes towards culture week activities, the research sought to establish whether the attitudes of the participants in Kenyatta University’s culture week activities were conscious of the goals of the activities. Non probability convenience sampling was used to sample the respondents for the interview. Three respondents were selected from every academic department of the University to give a representative figure of the overall population of Kenyatta University. Interviews through semi-structured questionnaires were administered by selected research assistants. Data analysis was done thematically i.e. by categorization of related themes. Measurement of data was descriptive in nature. The study established that: the active participants in the culture week activities were less than the inactive participants thus influencing the level of awareness of the goals of the culture week activities; and two, there is need to boost awareness using other avenues. The study concludes that the culture week activities fail to achieve the desired social integration and this scenario is likely to be a replica of the macrocosm national social integration activities. It therefore recommends that: The University should adopt appropriate communicative programs that increase the awareness level among the participants in their activities of the social integration process. This can make the participants appreciate the goals of the culture week activities. The University administrators and workers who include the lecturers must work within their given code of conduct to minimize the scandalous nepotism, tribalism and favoritism within the University, thus enhancing social integration. The government of Kenya should initiate more appropriate awareness programs among the public to make them appreciate the practice of national social integration and cohesion.

Analysis of the Learning and Teaching of Thai Culture in Universities in Nanning City, Guangxi Zhuang Autonomous Region of the People’s Republic of China

Analysis of the Learning and Teaching of Thai Culture in Universities in Nanning City, Guangxi Zhuang Autonomous Region of the People’s Republic of China

Cheers to tomorrow? Alcohol use predicts poorer mood and well-being the next day in young adults.

Alcohol use is embedded within university culture. While the consequences of alcohol use on next-day physical health are well-known, less is known about the consequences to next-day emotional health. This study investigated the relationship between alcohol use and next-day mood and well-being using two daily diary studies with New Zealand university students. Participants completed a daily diary for 13 days (Study 1, n= 1114; 30.6% men, Mage = 19.6) or 7days (Study 2, n= 212; 24.5% men, Mage = 19.4) where they reported previous night's alcohol consumption and sleep quality, along with today's mood and well-being. Night-time alcohol consumption was categorised into low-risk (women 1-4 drinks, men 1-5 drinks), medium-risk (women 5-9 drinks, men 6-11 drinks) and high-risk (women 10+ drinks, men 12+ drinks) according to New Zealand public health guidelines. Across both studies, medium- and especially high-risk drinking, but not low-risk drinking, was associated with lower next-day positive mood and well-being compared to nondrinking days. Poorer sleep quality partially accounted for the relationship of drinking with next-day mood and well-being in Study 1, but less so in Study 2. Findings suggest that interventions could promote lower risk drinking behaviours to benefit students' well-being.

Pronouns, Pin Badges and Pride: LGBTQ+ Student Experiences of Inclusion and Belonging in a UK University

This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students develop common knowledge via social processes that are powerfully influenced by cultural factors that are constantly in a state of flux. The article also rejects essentialist delineations of LGBTQ+ gender and sexuality and subscribes instead to a Butlerian framework of identity where behaviours associated with gender and sexuality are instruments of regulatory regimes. Even within a university culture that is inclusive and welcoming, opportunities were not always provided for LGBTQ+ students to speak about their personal lives and identities authentically, and university classrooms did not always feel like safe places for students. Whilst staff were generally helpful and supportive to their LGBTQ+ students, many lacked the knowledge and skills to confidently meet the needs of these students, particularly those identifying as trans and non-binary. The recommendations include calls for universities to commit to high-quality mandatory training for staff so that trans and non-binary students in particular are supported by staff appropriately equipped to support their needs.

The University in Transformation: Rationales, Challenges and Prospective Actions

ABSTRACTThe purpose of this paper is to understand the diverse rationales of the transformation of the University to respond to the challenges, evolutions and crises of the current global world, finding out what are the key aspects that articulate the discourses about its transformation. From a qualitative approach, the selected method was discourse analysis of interviews with 11 representative experts from different university cultures, sizes and World regions with senior experience in different kinds of transformation processes. The interviews explored the challenges and possible responses of universities and then were analysed to formulate ‘the right questions of our time’ on the transformation of the University in the global context. The results of the analysis allowed understanding the different meanings and levels involved as well as the motivations that are impelling the transformation of universities. Ten implicated tensions were also identified. The discussion is appropriate for substantiating the discourse on the transformation of the University, useful for the agents involved in it, as well as for understanding the prospective trends.

Determinant Factors of Entrepreneurial Culture in University Students: An Analysis from the Theory of Planned Behavior at a Peruvian University

This study analyzed the influence of attitude toward innovation and creativity, entrepreneurial self-efficacy, and institutional support in the consolidation of an entrepreneurial culture among Peruvian university students, using the Theory of Planned Behavior (TPB) as the theoretical framework. Data were collected from 948 students through a validated 29-item questionnaire, and the data analysis was conducted using the PLS-SEM method. The results showed that both attitude toward innovation and entrepreneurial self-efficacy have a significant positive impact on entrepreneurial culture, and entrepreneurial self-efficacy acted as a partial mediator in this relationship. However, external resources and institutional support were not significant mediators between entrepreneurial intention and entrepreneurial culture. This study expands the understanding of TPB in the Peruvian context, highlighting the importance of fostering self-efficacy and an innovative attitude in students to strengthen entrepreneurial culture in universities. Educational institutions should consider these key factors when designing programs that promote entrepreneurship.

Institutional constraints to higher education datafication: an English case study

AbstractStrong claims are made by both higher education policymakers and institutional leaders about the advantages that can be brought about through ‘datafication’ (i.e. the quantification of human activities through digital means). Nevertheless, we know relatively little about how university cultures and processes may impinge on the rolling out of data practices, particularly in relation to administrative data (rather than that collected through learning analytics and other forms of user-generated data). This article draws on a particular case study—of attempts to widen participation to ‘sandwich courses’ in English higher education institutions—to argue that, in some areas of activity at least, institutional constraints serve to limit datafication substantially, including insufficient time and infrastructure, the prioritisation of data required for other purposes (typically national assessment exercises) and the role of institutional cultures. Cognisant of various problems associated with quantification, the article nevertheless contends that the barriers to the effective use of metrics identified in this research may have a direct impact on institutions’ capacity to recognise and address social inequalities.

The challenge of belonging: Exploring collegiality and incivility in the transition to academia for nurse clinicians

Registered nurses are ethically and professionally obligated to foster sustainable and respectful workplaces. However, when transitioning to academia, many nurses encounter unexpected challenges, including hierarchical and individualistic environments that contrast with the collaborative ethos of clinical practice. This qualitative study explored the experiences of 11 registered nurses from six Australian universities as they transitioned into academic roles. Participants highlighted a pervasive lack of collegiality and feelings of alienation within their institutions, impacting their integration and professional development. The findings reveal a significant disparity between participants' expectations of collegiality and their lived experiences. Participants reported isolation, limited mentorship, and insufficient support, which hindered their ability to navigate academic roles effectively. These outcomes underscore the need for academic institutions to adopt structured, supportive systems and cultivate a collegial culture that prioritises inclusivity and collaboration. This study emphasises the importance of collegiality in fostering a sense of belonging among novice nurse academics. Academic institutions must create supportive, collegial environments that nurture new staff, promote open communication, and cultivate a sense of value and belonging. Addressing these challenges will improve transition experiences, enhance retention, and contribute to more positive academic environments.

Research on the Path of Constructing Postgraduate Campus Culture

The "campus culture" in colleges and universities can be understood as a concept system with its own characteristics that is formed through long-term accumulation during the development of a university and shared by all teachers and students of the school. "Postgraduate campus culture", as an important subculture of the campus culture in colleges and universities, refers to a unique set of concepts held only by the graduate student group and distinct from the undergraduate and teacher groups within the concept system shared by the entire university. Postgraduate campus culture is of great significance for building a high-level institution, as evidenced by the heterogeneity of the graduate student group, which determines the urgency of constructing postgraduate campus culture, and the creativity of the graduate student group, which determines the importance of constructing postgraduate campus culture. To build a unique and excellent postgraduate campus culture in colleges and universities, it is necessary to start from the three levels of material culture, institutional culture, and spiritual culture, and let the three levels form a synergy.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.

University culture in the 19th century through the memoirs of Dean D.F. Belyaev’s daughter

The unpublished memoirs of Zoya Dmitrievna Belyaeva, who was the daughter of D.F. Belyaev (1846–1901), an esteemed Byzantinist and the dean of the Faculty of History and Philology at Kazan Imperial University, reveal how her father’s professional duties were inextricably intertwined with his personal experiences. These reflections not only capture the nuances of the scholar’s everyday life but also share the author’s perspective on the university culture of the late 19th century, thus enriching its history with many new, previously unknown, details and facts. The rhythm and lifestyle of D.F. Belyaev’s family were defined by the university events, corporate rituals, and professional interests. Z.D. Belyaeva skillfully captured the mindset typical of the classical academic community in those times. The celebration of the Emperor’s name day, religious holidays, visits to educational museums, jour fixes were especially important for both the family and the entire university. The descriptions of the interactions among the faculty members flesh out the portrayals of D.F. Belyaev’s colleagues at Kazan University: D.A. Korsakov, F.M. Mishchenko, N.A. Firsov, and D.I. Naguevskii. The social circle of the family included the families of D.I. Dubyago, the dean of the Faculty of Physics and Mathematics, and A.S. Nikol’skii, the head of public schools in the Kazan Governorate. D.F. Belyaev enjoyed the favor of K.V. Voroshilov and N.A. Kremlev, the rectors of Kazan Imperial University, as well as N.G. Potapov, the trustee of the Kazan Educational District.