Institutional Identity Research Articles

Формирование гражданской идентичности молодого поколения: результаты анализа фокус-групп с педагогическим сообществом

The article delves into the study of the concept of civic identity, as well as the analysis of the process of its for-mation in the modern Russian education system using the focus group method. During the focus-group inter-view the opinion of five target groups – participants of the educational and upbringing process – was studied. The issues of the semantic content of “civic identity” are touched upon, various aspects of this concept are con-sidered. The factors that have a significant impact on the process of formation of civic identity among senior schoolchildren and students of educational institutions of higher education are highlighted. The forms and methods of civil identity formation used today in educational organizations of different levels are considered, their effectiveness in modern conditions is analyzed. Apart from this, the difficulties and problematic points that reduce the effectiveness of the system of measures aimed at the formation of civic identity in educational insti-tutions of secondary general and higher education are highlighted.

Audience engagement in data-driven journalism: Patterns in participatory practices across 34 countries

This study explores what motivates data journalists to engage with audiences and their strategies for incorporating audiences into their work. Building on scholarship on audience engagement and participatory journalism, we investigate how data journalists perceive the role of audience; the stage of the reporting process at which the audience is engaged; and how optimistically or sceptically data journalists view the audience’s capacity to contribute to the data journalism reporting process. Using a news media logics theoretical framework, we find data journalists are primarily motivated by a mixture of professional and audience logics The mixture of these logics aligns with their goals to establish institutional identity and legitimization in society, but increasingly data journalists also emphasise hopes for greater authentic participation from their audiences across the reporting process. Analysis of data gathered from in-depth interviews with data journalists from 34 countries provides a better and broader empirical context for explanation of data journalists’ goals for audience engagement, the tools they use to connect with audiences, and the degree to which those goals are met. Our findings contribute to a clearer explanation of audience engagement motivations and strategies in data journalism and the similarities that emerge across a broad geographic array of data journalism work. With a focus on crowdsourcing, data disclosure, interactivity, and news dissemination as forms of audience engagement, we synthesise a portrait of attitudes about audience engagement from the data journalist’s perspective and highlight global similarities.

Queering Racialized Designations: Centering Queer and Trans Latine Students at an Emerging Hispanic Serving Institution (eHSI)

The holistic needs of Queer and Trans Latine students have been habitually excluded from prominent discussion in US higher education. This paper positions itself as an urgent addition to the literature on Hispanic Serving Institutions (HSI) and emerging HSI (eHSI) institutional identity to consider the needs of Queer and Trans Latine students directly. I conducted a total of four semi-structured interviews that were methodologically integrated with the testimonio framework. In these interviews, participants engaged in a journey toward healing from the injustices they (may) have faced at their eHSI while also deeply ingraining students in the process of what an equitable HSI institutional and organizational identity could be for Queer and Trans Latine students. The data were analyzed through an intersectionality and LatCrit theoretical framework. Findings showcase (1) the impact of department-level support of Queer and Trans identity as profoundly influential in students’ Queer and Trans identity development and navigational capital and (2) the impact that low levels of visibility of Queer and Trans Latine persons on campus have on how Queer and Trans Latine students navigate campus services and faculty support. I conclude with a discussion on how Queer and Trans Latine student experiences should be explored to develop campus resources further and supports for a historically resilient population.

‘It’s nice that we can do that too’: investigating transgender persons' negotiations with identity and community questions in Indian science institutions

Abstract In 2014, the Indian Supreme Court passed the landmark NALSA v. Union of India judgment that not only granted transgender persons the right to self-identify their gender but also recognized their right to equitable and accessible education. Further, in 2018, the apex court passed another landmark judgment in the case of Navtej Singh Johar & Ors. v. Union of India, reading down Section 377 of the Indian Penal Code, and, therefore, decriminalizing consensual adult homosexual sex acts. In the backdrop of these landmark judgments – i.e. in post-NALSA and post-377 India – identity and community questions pertaining to transgender, gender non-conforming, and non-binary persons’ access to and presence in educational institutions in India have intensified. Focusing on science institutions, this paper attempts to delineate the ways in which proximal and distal networks of caste-class and gender shape transgender, gender non-conforming, and non-binary persons’ exclusion from and belonging in science collectivities. Further, this paper also investigates how transgender persons’ sense of belonging to certain communities speaks to their shifting epistemic dispositions. Finally, contextualizing transpersons’ negotiations in science communities and individual and collective scales as ‘unstable and hybrid assemblages’, this paper demonstrates the ways in which trans collectives in science institutions radicalize community building and development in these institutional spaces by interrupting dominant institutional cultures and practices.

Development of civic identity in penal institutions in Ukraine

Development of civic identity in penal institutions in Ukraine

Student Identity in the EFL Classrooms

This paper explores various processes of identity construction of the students studying in English medium secondary schools in Nepal while learning English as a second /foreign language. The students in English medium schools actively participate in various classroom interactions, engage mutually in the learning process and share their feelings through which they make sense of themselves and construct various identities. By collecting information from interviews with eight participants, this qualitative study showcases that the EFL students construct multiple identities through the process of positioning, opportunity and transformation. Due to positioning, i.e., how the students situate themselves through their discursive practices and how they are situated by others, the students construct a number of identities namely, discourse identity, social identity, institution identity, authored identity, affinity identity and L1 identity, becoming and being as identity, learner identity and inner circle identity. Some of these identities, especially the former ones are constructed by virtue of opportunity whereas the later one is constructed due to transformation. These identities, however, were not found going parallel because the identities constructed in one field infused their identities in other fields.

Social Identity Construction: Experiences of Teenage Students with Physical Disabilities in Pakistan Society for the Rehabilitation of Disabled Social Identity Construction

Social identity is considered a dynamic and life-changing process. Individuals with physical disabilities learn and adapt to their environment. Their experiences help them cope with disability and in the development of their social identity. This research has been pursued with qualitative research design, and its underpinning lies in epistemological constructivism, where individuals give specific meaning to their experiences to understand social reality. Two theories have been used in the theoretical framework of this research: social identity theory and the looking-glass-self theory. This research strived to understand the phenomenon of social identity and how it affected individuals with physical disabilities in their lives.20 participants between the ages of 12 to 18 years were interviewed. The rationale for selecting this specific group was to understand the concept of self at the initial stages as it would grow as they grow up. This study was conducted at the Pakistan Society for the Rehabilitation of the Disabled (PSRD) in Lahore. The data was collected through in-depth interviews which were recorded and transcribed to gain insights. Three themes emerged from the interviews: experiences and views regarding one’s social identity, the role and influence of educational institutions and the environment of said institutions, and the role and influence of vocational skills in identity construction. The results of this research showed that the role of educational institutions, the environment of institutions, and the vocational training of the individuals played a substantial role in shaping their social identity. Respondents described how their self-actualization experiences, educational institutions, and vocational training helped them to construct identity.

Market segmentation to reflect the school's “green” context and increase the impact of environmental education

AbstractCollaboration between the fields of biodiversity conservation and social marketing is growing to promote environmental awareness and induce behavioral changes. In order to assess the significance of employing market segmentation, we conducted an analysis focused on identifying the “green” characteristics of the 386 high schools in the city of Puebla, Central Mexico. We designed a 15‐item survey to evaluate “green” features on school websites, including aspects like institutional identity, facilities, curricula, and extracurricular activities. Utilizing the gathered data, we employed multivariate statistics to categorize the schools into four groups: Green schools, Interested schools, Contemplators, and Do not act, indicating their potential exposure to environmental themes. We conclude that organizations can adopt a similar approach to develop tailored activities with enduring impacts, simultaneously reducing costs and enhancing effectiveness.

“Getting things done” in community schools: the institutional work of community school managers

ABSTRACT Community schools extend traditional school responsibilities by providing additional resources to support students, families, and communities, and ultimately attempt to change the school institution. Integral to the institutionalization of community schools are community school managers (CSMs) and their institutional work. Drawing from institutional theory, this study uses interview data to explore the deliberate actions taken by CSMs to create institutions, focusing on their efforts to develop their institutional identities and change normative associations. Institutional identities of CSMs were defined by their implementational responsibilities and organizational positioning. While CSMs skillfully identified, provided, and allocated resources within their implementational identity, the organizational identity remained ambiguous, lacking clarity on their organizational position or consistency in the teams on which they served. CSMs struggled to create normative associations that linked the resources they provided to the community school strategy. Moreover, the local leadership structure and principal support significantly and differentially impacted CSMs’ institutional work.

Konsistensi Desain sebagai Identitas Lembaga Amil Zakat Dompet Amanah Umat

Design is the process of planning, conceptualizing, and creating an object or system with a specific purpose. It can encompass various fields, including graphic design, product design, interior design, and many more. Design involves decision-making related to structure, function, aesthetics, and user experience to achieve specific goals. Design plays a crucial role in shaping the visual identity of an entity, whether it be a company, organization, or institution. Visual identity includes elements such as logos, colors, typography, and other design elements that become distinctive and easily recognizable. Consistency in design, using these elements, forms a strong visual identity. Therefore, this article explores how design consistency in LAZDAU has successfully created instant identification, captivated audiences, and effectively conveyed the messages intended by the institution. The results of this article can provide a deeper understanding of the essential role of design in shaping the visual identity of a zakat amil institution.

The Role of the Scientist’s Personal Brand in the Reflexive Construction of Organizational Identity

Abstract Our purpose in this article is to explore the phenomenon of scientist’s personal brand (SPB) to better understand the relationship between organizational culture, institutional identity, and a scientist’s (self-) image. In doing so, we used Hatch and Schultz’s model of the dynamic of organizational identity which links culture and image via four processes: 1) mirroring – where identity is mirrored in the image of others; 2) reflecting – where identity is embedded in cultural understanding; 3) expressing – where culture makes itself known through identity claims; and 4) impressing – where expressions of identity leave impressions on others. Qualitative research methods, based on individual In-depth interviews (IDI) with eleven scientists who represented public and private institutions in Poland, allowed the authors to examine and develop the concept of SPB within the context of an organizational identity approach. We found from the IDI four recurring themes: the idea that SPB reflects cultural understanding, mirrors images of others’ expressions of identity, leaves impressions on others, and is constructed through scientists’ reflexive practices.

THE SPECIFICITY OF THE FORMATION OF PROFESSIONAL IDENTITY IN MILITARY INSTITUTIONS OF HIGHER EDUCATION

The article examines the specifics of the formation of professional identity in military institutions of higher education. The idea that the development of higher military education remains a priority task of Ukrainian state-building is emphasized. The term „professional military education” is explained, referring to specialized military education, which is obtained under educational programs at the appropriate levels of military education in order to improve the professional level of a military specialist. It is proved that the formation of the professional identity of applicants of higher military education is a long process of qualitative modification of their inner world, which correlates with the stages of professionalization by enriching social subjectivity, selfactualization, and self-fulfillment in military professional activities. That is why, identification is proposed to be perceived as the main mechanism of socialization of an individual, translation of military-professional corporate values, and professional adaptation, which contributes to the freedom of individual development, enrichment, and diversity of meanings of activity. The role of the „self-concept” as a cognitive system for regulating behavior in various life conditions, in accordance with which there is a search for the meaning of one’s own existence, and the formation of an internal position, is emphasized. It is determined that the educational and professional environment in military institutions of higher education provides for constant problematization by solving several non-standard professional tasks that are projected onto a multidisciplinary structure of professional training, which has a systematic, progressive, and dynamic nature. It is shown that a developed sense of professional identity allows an individual to build his or her own professional perspective, taking into account the specifics of the acquired military professional experience and integration into the valuable military experience of foreign countries.

Critical Discourse Analysis through Systemic Functional Linguistics of SMS (Short Message Service) Phishing

This research is aimed to reveal the power relation in SMS (Short Service Messages) Phishing. It utilizes the three dimensions of Fairclough CDA perspective; description, interpretation, and explanation. The three functions of SFL (Systemic Functional Linguistics) are practiced for the data analysis. 150 SMS phishing are collected randomly from the authors’ relatives and colleagues. There are two types of SMS Phishing, Complete, and Incomplete. The complete type consists of Opening, Content, and Closing, while the Incomplete with minor Closing. The power relation has been observed from the Opening, Content, and Closing of SMS. The result is shown by the salient descriptions of the data, which are: the exclamation words ‘Selamat’ (65%) in the opening; the second personal pronoun ‘Anda’ (60%), and material process (68%) in the content; imperative moods (88%) and the fake identity of reputable institutions in the closing. The result of the study is interpreted and explained as the data description, that the phishers inserted ‘power’ in the SMS Phishing. The use of ‘Selamat’ explains that the phishers are kind and generous, then “Anda” and the imperative moods indicate that the phishers act as the first person who can lead the targets. In addition, the use of material processes and the fake reputable institution identity explains that the phishers are trustworthy and wealthy people. SMS Phishers employ those language features to make the targets believe them, and SMS becomes a fraud when the targets believe the message is true. CDA and SFL have been used in this study to reveal the intention of SMS phishing from the perspective of linguistics, therefore, the authors attempt to propose CDA and SFL as the analysis tools in the forensic linguistic field.

Implementasi Kebijakan Pendidikan Umum dan Pendidikan Karakter di Perguruan Tinggi

This study aims to analyze the implementation of general education and character policies in universities and the urgency of establishing general education and character study programs for universities. This study uses a qualitative approach with literature study techniques. The implementation of general education and character policies in higher education can be carried out by the technical implementation unit of compulsory curriculum courses and carried out in the form of study programs that specifically overshadow general education and character. The urgency of establishing a general education and character study program for universities is related to strengthening the superior character of students as well as strengthening institutional identity, especially for educational institutions of education personnel that have the status of state universities as legal entities.

Institutional Genidentity

Abstract An abbreviated history of marriage helps motivate the question of whether ancient Roman marriage and contemporary love marriage could qualify as stages of the same (token) institution despite carrying significantly different functions, deontological powers, and constitutive rules. Having raised the question of institutional identity over time, I proceed to answer the question by appealing to Kurt Lewin's notion of genidentity. Lewin intends the notion of genidentity to track the spatiotemporal unfolding of different physical and biological processes, such as ontogenesis. I extend the notion of genidentity to the institutional sphere by identifying two ‘re-anchoring mechanisms’ that would describe the conditions under which institutions with different characteristics could nevertheless qualify as the same institution across time. First, formal institutions can be re-anchored by way of a self-amending secondary rule. Second, informal institutions can be re-anchored by leveraging the inherent indeterminacy of the exemplars that indexically define them. I then argue ancient Roman marriage and contemporary love marriage are genidentical in virtue of the actions of a (mostly) informal re-anchoring mechanism.

Optimizing Institutional Identity: A Strategic Approach through Religious Culture in Higher Education

This research aims to determine strategies for strengthening higher education identity through religious culture at UNISBA Blitar. This research uses a descriptive qualitative approach. The data was collected using purposive sampling through interviews, observation and documentation. After the data was obtained, the researcher analyzed the data by carrying out data condensation, display, and concluding. The research results show that the strategy to strengthen the identity of higher education at UNISBA Blitar is carried out by first requiring all students to take Islamic religious education courses and certification to instil Islamic values (the dimensions of creed) in students. Second, the policy is to take the Al-Qur'an Reading Test (TBQ) and tahsinul Qur'an guidance to improve students' reading and understanding of the Islamic holy book (shari'ah dimension). Third, the policy of dressing/dressing in sharia when on campus is to foster student politeness and neatness (moral dimension). Creating student religious culture uses a structural model (top-down). The fundamentals that must be upheld in strengthening religious culture in higher education are as follows: congregational prayer movement, Islamic dress movement, thaharah movement, exemplary movement, Islamic hospitality movement, and quality of life movement.

Dynamics of Workforce Diversity in Ethiopian Higher Education Institutions

Purpose: The main purpose of this study is to understand the dynamics of diversity in higher educational institutions in Ethiopia particularly the dynamics in terms of gender, marital status, age, religious and educational status. The study also emphasized on main diversity dimensions as: diversity climate, organizational justice, identity, values, schema and communication practices in higher educational institutions. Theoretical Framework: This study which deals with the dynamics of diversity in higher educational institutions in Ethiopia is based on the taxonomy of work place diversity used by Tailer (2011). Methods: The study is conducted using descriptive research design and mixed approach. The researchers describe the gender diversities and infer something based on the empirical evidences available. The Universities were selected using convenience sampling and self-administered questionnaires were distributed to respondents. Results and Conclusion: Diversity is one of the buzzwords of our contemporary organizational realm as lack of diversity affects their performance in different perspective. Gender, marital status, age, religion and educational status were the diversity dimensions considered to see the dynamics of diversity. The analysis indicated that Ethiopian higher educational institutions are diversified in terms of the indicated variables and especially are advised to focus on gender and religion diversities. The diversity taxonomy result indicated the following: availability of inclusive climate, fair treatment of employees and hence, they perceive as they are part and parcel of their organization. Furthermore, employees are not subject to stereotyping at work and availability of a clear communication system in Ethiopian higher educational institutions. Finding and Implication: Diversity can manifest in many ways and it is expressed as the differences in race, gender, sexual orientation, socioeconomic status, upbringing, and philosophical views are just a few ways in which people can be diverse. Hence, leaders of Higher Educational Institutions (HEIs) in Ethiopia thus need to create an environment where people with diverse attributes work together to achieve enhanced organizational performance.

Sorry Seems to be the Hardest Word: Reinforcing Institutional Identities through Newspaper Apologies for Racist Past

ABSTRACT Following the early twenty-first Century’s “age of apologies,” news organizations have been among the institutions apologizing for their historical role in promoting racist rhetoric by directly addressing their inherent racialized biases. Guided by literature on organizational and racial apologia bolstered by the theory of “institutional myth”, this study analyzes 13 apologies published by 12 media organizations to understand how they are performing and communicating reparative actions towards communities of color. Despite their long role in promoting harmful stereotypes and in some cases a complete erasure of narrative from communities of color, news organizations presented “surface-level” apologies that paved the initial path to reconciliation. However, these organizations vigorously defend and uphold the institutional myth of established journalism norms and practices that have been instrumental in their failures, which have led to these apologies. We argue that the reparative work of journalism needs to start by creating an inclusive journalistic paradigm that centers on the ideologies and voices of all groups within our society.

"A place without walls, only opportunities": personal accounts of attending Recovery Colleges in Norway.

Recovery colleges (RCs) are learning environments, first established in the UK, based on principles that support positive life changes and reduce stigma related to challenges with mental health and substance use problems. RCs offer courses based on co-production processes and are designed and delivered jointly by individuals with lived experience and professional experts. The courses are open to anyone, attracting people with a variety of life experiences. RCs are non-clinical environments that provide individuals with the identities of students and/or trainers as autonomous and independent agents. In this paper, we investigate experiences of being a part of a RC in Norway, either as a student and/or as a course trainer with lived experiences of mental health or substance use challenges. We ask the following research question: What kinds of personal and social processes are enabled by being part of a recovery college from the perspective of persons with experience-based competence? The study is qualitative and explorative based on 11 individual (N = 11) and two focus group interviews (N = 8). Participants were recruited from two of the first RCs in Norway between August 2021 and January 2022. Study participants describe how their involvement in a RC provided them with opportunities to assume new positions in their recovery process, both related to former institutional identities given in the course of treatment and related to the way they see themselves as people struggling with mental health and substances use challenges. Attending a RC represented significant transitions (1) from an institutional position as "sick" or as "what's on the paper" into a position as "a whole person"; (2) from being in in a position as a recipient of care to the position as actively responsible for life changes; (3) from seeing themselves as worthless to seeing themselves as persons with resources; (4) from being alone to being part of a fellowship. Participants describe being part of a RC as an invaluable addition to other kind of support or help. It is important to provide alternative arenas like RC for facilitating work with life changes, as an invaluable addition to regular services.

Politely warning?

Abstract Taking a usage-based approach, this study examines the social meaning of Japanese honorifics when they are used in call-to-action statements in official disaster warnings on Twitter. This study finds two honorific request constructions, Verb-te kudasai and o-Verb kudasai, to be dominant directives used in the data collected for this study. Discourse analysis of the texts found the two honorific request constructions signaling different levels of severity of the impending threats in accordance with the different degrees of freedom of actions given to the warning recipients upon complying with the recommended actions. The findings also suggest the use of honorifics helps maintain the warning sender’s institutional identity as they communicate safety information to the public on behalf of the meteorological agency. This paper extends the discussion of the multifunctionality of honorifics by highlighting the use of them in digitally mediated institutional discourse contexts.