Culture In Higher Education Institutions Research Articles

ORGANIZATIONAL CULTURE OF HIGHER EDUCATION INSTITUTIONS AS A FACTOR FOR IMPROVING THE QUALITY OF EDUCATIONAL SERVICES

The article examines the impact of the organizational culture of higher education institutions on the quality of providing educational services. It has been proven that the organizational culture of a higher education institution should adapt to the modern conditions of the development of the educational environment, take into account social changes and trends, and also be aimed at achieving the goal, fulfilling tasks and developing the higher education institution in accordance with modern educational trends. It is substantiated that for the formation and development of the organizational culture of a higher education institution, there is not time, but the observance of certain principles, which include: purposefulness, unity, systematicity and democracy. A conceptual model of the formation and development of organizational culture of a higher education institution was developed, outlining the stages of formation and development of organizational culture, its functions and factors influencing its development. The article claims that organizational culture as a system of formed shared values, beliefs, and behavior of employees of higher education institutions, which ensures interaction with the external environment and makes it possible to achieve the set goals of the higher education institution’s development, affects the improvement of the quality of higher education. It has been proven that the implementation of a model for the formation and development of the organizational culture of a higher education institution in accordance with the principles of purposefulness, unity, systematicity, and democracy makes it possible to create an atmosphere for encouraging teachers, students of higher education, administration to participate in a meaningful dialogue and jointly achieve the set goal and solve the relevant tasks.

Evaluating the research productivity of a state university in Central Luzon, Philippines: Basis for policy recommendations

This descriptive study evaluated the research productivity of a state university in Central Luzon, Philippines, for the past five years (2016-2020) as basis for policy formulation. The study used document analysis to ascertain the research productivity in terms of: i) Number of papers published in refereed international journals such as Scopus and Commission on Higher Education (CHED) accredited journals; ii) Number of faculty researchers with publication to these journals; and iii) Total number of citations. The data were obtained primarily from online publications found in the Google Scholar and Scopus databases. Results revealed that the state university's research productivity is relatively high in terms of published papers in refereed international journals for the past five years. However, the published papers in Scopus-indexed journals and CHED accredited journals are relatively low. An average number of faculty researchers publish their works in reputable journals, but very few faculties publish in the journals recommended by the CHED. Likewise, the university had a remarkable research citation record for the past five years. The findings of this research have important implications for policy to improve research productivity and enhance the research culture in higher education institutions (HEIs). Such policies include the need to have strong support to faculty researchers, forge research collaborations, source external research funding, and establish a sound incentive mechanism.

EFFECT OF EXTERNAL QUALITY ASSURANCE ON QUALITY CULTURE IN HIGHER EDUCATION INSTITUTIONS IN TANZANIA

This paper aimed at assessing the effect of external quality assurance (EQA) on quality culture (QC) in higher education institutions in Tanzania. The study used explanatory design with quantitative approach. The population included higher education institutions (HEIs) located in Dar es Salaam region and a sample of 350 respondents was selected. Data were collected using survey questionnaires. Findings revealed that external quality assurance processes such as program accreditation, university accreditation, degree recognition, resources availability, and academic standards have different effects on quality culture in higher education institutions in Tanzania. The study concluded that HEIs in Tanzania have benefited from external quality assurance practices since they have allowed them to build quality culture. The study recommended that HEIs should comply with EQA in order to continuously improve their QC.

EFFECT OF INTERNAL QUALITY ASSURANCE ON QUALITY CULTURE IN HIGHER EDUCATION INSTITUTIONS IN TANZANIA

This paper aimed at assessing the effect of internal quality assurance on quality culture in higher education institutions in Tanzania. The hypothesis that the study intended to analyze is that internal quality assurance has no effect on quality culture. The study was designed using explanatory hypothesis-testing survey with quantitative approach. The study used a population of higher education institution in Tanzania and a sample from seven higher education institutions. The sample included 350 respondents from seven different higher education institutions in Tanzania. Data were collected using survey questionnaires and secondary data. Findings revealed that internal quality assurance mechanisms such as self evaluation, benchmarking, academic audit, peer review and external examination have an effect on quality culture in higher education institutions in Tanzania. The study concluded that internal quality assurance has an effect on quality culture in HEIs. The study recommends that internal quality assurance mechanisms should be supported by different stakeholders in order to assure involvement of commitment of staff and students in implementation of quality policies and quality programs in HEIs in Tanzania.

УПРАВЛІННЯ КОМУНІКАЦІЯМИ В СИСТЕМІ КОРПОРАТИВНОЇ КУЛЬТУРИ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article is devoted to the deepening of the theoretical aspects and methodological approaches of researching the process of communication management in the system of corporate culture of higher education institutions. A conclusion was made about the ambiguity of the influence of communication management in the system of corporate culture on a coherent and smooth educational process in higher education institutions. It was established that in modern conditions, communication management is part of the general process of functioning of the institution itself as a separate organization. It is substantiated that in the market of educational services there is a tendency to update the social and labor relations of all sides of the educational process, in particular, innovative forms of communications and the development of corporate culture. It is proposed that the spread of innovative forms and unification into a single chain of communications management contributes to the expansion of opportunities for improving the educational process of a higher education institution. Attention is drawn to the fact that in the conditions of the remote mode of work, the expediency and solution of important tasks for higher education institutions to achieve high-quality results of the management of the communication process due to the effective use of information resources will provide greater opportunities for the effective management of communications, thanks to the adoption of decisions regarding optimal conditions, which will be the key to coordinated work and communication interaction of the parties of the educational process in the system of corporate culture. Keywords: corporate culture, internal and external environment, communication links, single communication chain, communication management.

Organisational Culture in Public University: A Case Study in Kosovo

In recent decades, there has been a significant increase in research that focuses on organisational culture as an important construct that can support or hinder the implementation of changes in higher education. In developing countries of Europe, limited studies are assessing organisational culture and its alignment with planned changes in higher education institutions. Hence, the objective of this research was to identify the dominant organisational culture types in higher education and understand how the planned changes are aligned with the dominant cultures. The research was conducted in a large public university in Kosovo. The Competing Values Framework was used to assess the organisational culture. The study adopted a quantitative research approach. The sample consisted of 102 academic staff from a population of approximately 960. The data were collected using a standardised instrument (The Organisational Culture Assessment Instrument (OCAI)) to identify the dominant organisational culture based on four organisational culture types: clan, hierarchy, adhocracy, and market. The data related to the planned changes of the university were collected through document analysis. The research identified hierarchy and market cultures as the dominant cultures. The results also show that the dominant organisational cultures militate against the main planned changes. The findings confirm the relevance of the Competing Values Framework in assessing the organisational culture in higher education institutions and provide direction to academic leaders about how they can align their planned changes with the organisational culture to achieve better outcomes.

Розвиток організаційної культури закладу вищої освіти у контексті забезпечення його конкурентоспроможності

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

“As Soon as They Hear ‘Undocumented,’ They Stop Advising”: Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to Undocumented Students

While nearly 100,000 undocumented students in the United States graduate from high schools every year, a precarious national policy landscape exists that limits their higher education options. In addition to the structural and policy-level barriers to higher education for undocumented students, institutional agents might also enact barriers through individual practices. This qualitative study utilizes diffusion of responsibility and critical race theory to bring forward the experiences of undocumented students and institutional agents at Great Basin University (GBU). The findings presented here include, (sub)conscious evasion of responsibility and “all students” as white traditional students. (Sub)conscious evasion of responsibility refers to when institutional agents engage in a diffusion of responsibility and rely solely on diversity-affiliated offices to serve undocumented students. This study suggests that undocumented students are left out of the “all students” narrative and argues that higher education institutional agents cannot be ready to serve all students until they are undocuready. Implications point to the urgency of training institutional agents and shifting the culture of higher education institutions to center the needs of undocumented students.

Mediation of the polyethnosphere as a globalization phenomenon of cultural continuum

The purpose of this research is to analyze a meaningful understanding of the definition of the polyethnosphere and to identify mediation trends in the relationship of the polyethnosphere with the processes of interexistence of various archetypes of the modern globalization world.
 The methodologyу of this study is methods and principles of culturological analysis of mediation phenomena of the polyethnosphere as a phenomenon of globalization­civilization cultural continuum.
 The results of this scientific research are connected with a detailed culturological analysis of the mediation of the polyethnosphere as a factor of the further civilizational evolution of the cultural continuum in the context of globalization.
 The scientific topicality of the research is that by means of culturological methodological tools the issues of agency, mediation of the polyethnosphere as a phenomenon of evolution of the cultural continuum in the context of globalization are analyzed.
 The practical significance of this article is that its results can be of interest in the preparation of methodological materials for history and theory of culture in higher education institutions, especially in the ones of the humanitarian specialization.

White student leaders’ deflections of diversity conversations

Peer socialization agents (PSAs) play an important role in transmitting messages about the culture of higher education institutions (i.e. norms, values, practices, and assumptions) to new students, including messages concerning diversity and inclusion. The transmission of diversity messages depends on how student leaders make meaning of these ideas and who they deem responsible and capable of handling their delivery. By using a conceptual framework consisting of elements of student development theory, whiteness as property, and racial arrested development, we undertook a secondary data analysis of 34 white PSAs to understand their meaning-making concerning diversity and inclusion narratives. Findings demonstrate white PSAs defer conversations about diversity to Peers of Color, thereby avoiding racial discomfort. Participants provided various reasons for diverting these conversations, including following institutional norms, conceiving of knowledge about diversity as belonging to minoritized others and protecting comfort. Authors discuss implications for research, practice, and theory to provide educators tools to disrupt these patterns.

Professional and Social Adjustment of Women Employees in Higher Education Institutions: A Regional Perspective

To safeguard the rights of women for professional and social adjustment in a society, higher education institutions can play a vital role. This study was designed to find the factors that affect the professional and social adjustment of women employees concerning gender discriminating culture in higher education institutions. Women employees from 4 universities were conveniently taken as a sample of the study. The sample size was (n=160). Inferential statistics; t-test and one-way ANOVA were used. The study concluded that women employees were satisfied with: recruitment and selection process; assignment of wages; workload; leaves rules; promotion process; dealing of head and professional development practices, while, they were not satisfied with: duty hours; career development; decision-making process, existing co-working environment and social adjustment. No effect of age, qualification, designation except experience on professional as well as on social adjustment was significantly observed.

Department chair as mentor: perceptions of young female faculty members from Kazakhstan

PurposeThe study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.Design/methodology/approachThe author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.FindingsThe study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.Originality/valueThe study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.

A knowledge management culture in the European higher education system

Purpose. Improving the quality of educational services by identifying the features and current trends in the development of knowledge management culture in the European higher education system. Methodology. The research methodology involves application of the systematic approach methods. 1. Structural approach related to defining the structural features of knowledge management culture in higher education institutions in Europe. 2. Functional approach that determines the essence and target orientation of the knowledge management function. The use of the comparative method allowed the authors to highlight the essential content of the concept knowledge management culture in relation to the concepts of organizational culture and information culture. The dialectical method of cognition was also involved, which made it possible to comprehensively consider the phenomenon of knowledge management culture in educational discourse through the contradictory relationships of its various sides and aspects. Findings. The culture of knowledge management in the European higher education system is considered at three main levels: 1. Cognitive level, implying a change in the style of thinking, mobilization of intellectual potential, and creativity. 2. Management level, involving the use of analytics and innovative leadership. 3. Technological level, based on the use of information and communication technology in the accumulation, transfer and management of knowledge. Originality. Knowledge management culture is studied in close relationship with the organizational and information culture. The features of knowledge management at three organizational levels have been determined: cognitive, managerial and technological ones. Practical value. The institutions of the European higher education system use knowledge to gain and maintain competitive advantages. Insufficient attention to the issue of knowledge management leads to a decrease in the ranking of higher education institutions. The introduction of knowledge management culture provides improvement in the psychological microclimate of a team, dominance of the atmosphere of creativity, an increase in the level of self-education, disclosure of personal intellectual potential, formation of a system of innovative leadership, stimulation of scientific research and, as a result, an increase in the quality of educational services.

KNOWLEDGE MANAGEMENT AS THE BASIS OF QUALITY OF HIGHER EDUCATION

In this article, the use of the actualization of the problem of the knowledge management process, which is due to the need to mobilize scientific activity, practical implementation of scientific results and improve the quality of higher education. In the latest conditions of the pandemic crisis, there are significant changes in the organization of the culture of knowledge management and quality improvement in the modern system of higher education. The effectiveness of distance learning and distance organization of higher education comes to the fore. This necessitates the improvement of management models of higher education institutions and changes in the functions of key actors in management models. It is concluded that modern knowledge management in the higher education system cannot be limited to the process of knowledge creation, knowledge exchange and their implementation. Currently, the higher education system faces the need to address the impact of knowledge management culture on the performance of individuals, groups and organizations in order to improve the quality of education. The culture of knowledge management is closely linked to the organizational culture of higher education institutions. Within the system of higher education, one can observe different dynamics of development and the relationship between organizational and information culture. Quality management goals in higher education management are usually met by a number of small additional projects. The philosophy of total quality management is essentially large-scale, inspiring and comprehensive, but its practical implementation is carried out in stages and consistently. Effective and long-lasting changes are based on a large series of small and achievable projects.

ФОРМУВАННЯ ПРАВОВОЇ КУЛЬТУРИ СТУДЕНТСТВАУ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ ЯК ОСНОВА ДУХОВНОЇ БЕЗПЕКИ МОЛОДІ У СУЧАСНОМУ СВІТІ

У статті відстоюється положення, що духовну безпеку населення України здатне забезпечити лише демократичне правове суспільство, побудоване на основі правової компетентності та соціальної дові-ри його громадян, вияву високої громадянської позиції; одним із перспективних шляхів підтримання у суспільстві сталості і духовної безпеки, втілення ідей рівності і недискримінації є підвищення рівня правової культури та освіченості.Вищу освіту розглянуто як чинник розбудови правової держави, де правова культура громадян тісно пов’язана з усіма елементами правової системи формування правової культури молоді. Формування правової культури студентства визначене як тривалий процес, що реалізується в основному у середо-вищі ЗВО, визначає ступінь і характер правового розвитку особистості в суспільній правовій культурі, тісно взаємопов’язане з правовою освіченістю людини, зокрема, її розвиненою правосвідомістю, вмін-нями і навичками реалізовувати свої права, підпорядкувати поведінку вимогам правових норм.На основі аналізу наукової літератури встановлено, що складниками правової культури студентства є: повага до правових норм суспільства; наявність дієвих правових знань, норм права; висока культура, широка ерудованість; правові навички щодо реалізації суб’єктивних прав і свобод; особисто вмотиво-вана стала правомірна поведінка; громадсько-правова активність.Доведено, що у середовищі ЗВО є потреба у створенні цілісної системи формування правової куль-тури студентства із застосуванням різноманітних механізмів заохочення громадянської активності молоді, поширення студентського самоврядування, розвитку форм волонтерської діяльності та взаємо-допомоги. Визначено й охарактеризовано основні структурні компоненти системи формування право-вої культури студентської молоді у ЗВО: цільовий (формування всіх складників правової культури сту-дентства на основі принципів поінформованості та знань, доступності правової допомоги і підтримки, індивідуального підходу та толерантного ставлення; дотримання безпеки); суб’єкт-суб’єктний (надава-чі освітніх послуг, споживачі освітніх послуг, а також освітні стейкхолдери); організаційно-змістовий (зміст навчання студентів, специфіка виховної роботи та рівень студентського самоврядування тощо). The article defends the position that the spiritual security of the Ukrainian population can be ensured only by a democratic legal society, built on the basis of legal competence and social trust of citizens, the demonstration of a high civil position. One of the perspective ways to maintain sustainability, spiritual security in society and the implementation of the ideas of equality and non-discrimination is to increase the level of legal culture and education.High education is seen as a factor in building the rule of law, where the legal culture of citizens is closely linked to all elements of the legal system of youngsters’ legal culture. Students’ formation of the legal culture is defined as a long process, implemented mainly in environment of high education institutions. It determines the degree and character of individual’s legal development in public legal culture. Its closely interrelated with the legal personal education, including developed legal awareness, skills and abilities to realize own rights, and subject behavior to the requirements of legal norms.Based on the analysis of the scientific literature, the components of students’ legal culture are established. These are: respect the legal norms of society; availability the effective legal knowledge, legal norms; high culture, wide erudition; legal skills in the exercise of subjective rights and freedoms; personally motivated constant lawful behavior; social and legal activities.It is proved that there is a need to create an entire system of forming the students’ legal culture with the use of various mechanisms to encourage civic activity of young people, the spread of students’ government, the development of forms of volunteerism and mutual assistance. The main structural components of the system of formation students’ legal culture in higher education institutions are defined and characterized. Objective component (formation of all components the students’ legal culture on the basis of awareness and knowledge principles, availability of legal assistance and support, individual approach and tolerant attitude; safety). Subject-subjective component (providing the educational services, consumers of educational services, as well as educational stakeholders). Organizational and maintenance component (content of students’ education, specifics of educational work and the level of students’ self-government, etc.).

TRANSFORMATION OF ORGANIZATIONAL CULTURE IN HIGHER EDUCATION OF SERBIA IN TERMS OF SMART LEARNING ENVIRONMENT

Learning and education in higher education in the conditions of the Fourth Industrial Revolution (Industry 4.0) are experiencing rapid transformation. New technologies, first of all the Internet of Things (IoT), Big Data technology, Virtual and Augmentative reality (VR and AR) and Artificial Intelligence are creating the conditions for radical changes in the learning and education landscape and boost the transition towards the next paradigm of learning and education, presented by smart learning environment. These technologies not only accelerate, facilitate and intensify the learning and education process, but also transform the learning and education process, penetrating the essence of the relationship between the teaching staff and the students and have a far-reaching impact on the role of teachers and the overall organizational culture in higher education institutions. The paper explains the concept, division and dynamics of organizational culture in higher education in Serbia, analyses the smart learning environment, compares the advantages and challenges in relation to e-learning and explains the possible model of smart learning environment from the aspect of interaction with organizational culture at universities. The aim of this paper is to determine the opportunities, challenges and perspectives of a smart learning environment and its impact on organizational culture in higher education institutions.

Organisational culture of higher education institutions in the process of implementing changes – case study

ABSTRACT The article aimed at typology of the type and profile of the current and desired organisational culture in the selected universities in Poland, indication of the factors shaping it, indication of action motivators and success criteria according to the academia’s viewpoint. This is part of the results of more extensive research. The research tool used was the OCAI Questionnaire by Cameron K.S., Quinn R.E., as well as typology of organisational culture by Deal T.E., and Kennedy P. The study was conducted among the academic staff of the economic and social faculties and the university authorities in five academic centres. The conducted study has clearly exhibited that universities are following in the steps of the American model towards the culture of market and hierarchy. The management style of the organisation and human resources is also aimed at the market, which involves accountability, reporting and bureaucracy. This type of culture is not accepted by all the academia and the pace of change is short term. The departure from the traditional academic ethos has already taken place.

Formation of inclusive values as development of democratic values

The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students.

The Correlation between Internal Quality Assurance and the Formation of Quality Culture in Vietnam Higher Education: A Case Study in Ho Chi Minh City

<p style="text-align:justify">Implementing internal quality assurance activities is an indispensable condition to form a quality culture in higher education institutions in Vietnam which contributing to a fundamental and comprehensive renovation of Vietnamese higher education. The purpose of this research was to assess the correlation of internal quality assurance on the formation of quality culture through the types of higher education institution in Vietnam. A group of 222 teachers from 8 higher education institutions (4 public higher education institutions and 4 private higher education institutions) in Ho Chi Minh city participated in the survey. The questionnaire included three groups which are internal quality assurance activities, awareness of individuals, and organizational culture. The results showed that the correlation between internal quality assurance and the formation of quality culture is difference between two types of higher education institutions, in which with autonomy in higher education institution administration, the level of application of guaranteed the internal quality assurance activities is associated with quality culture developing in private higher education institutions higher than public higher education institutions.</p>

Assessing the Organizational Culture of Higher Education Institutions in an Era of #MeToo

AbstractSexual harassment was established as a form of sex discrimination in institutions of higher education (IHEs) under Title IX of the Education Amendments to the Civil Rights Act of 1964. Since then, decades of victimization surveys beginning in the 1980s show that sexual misconduct continues to be a significant problem for IHEs. Estimates suggest that as many as 25 percent of college women experience a sexual assault while in college, while as many as 34 percent experience attempted or completed unwanted kissing, sexual touching using physical force, threat of physical force, and/or verbal coercion during their college career. In this Viewpoint essay, the authors propose the Preventing and Addressing Sexual Misconduct Framework as a tool to assess and cultivate an organizational culture that is responsive to these concerning trends. Pulling from an interdisciplinary body of scholarship and the philosophy of the #MeToo movement, this tool is a starting place for the continued dialogue that is needed to more fully address sexual misconduct on college campuses.