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Basir et al. (2017)
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a pattern of shared basic assumptions that was learned by a group as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think and feel in relation to those problems (SHEIN, 2003, p. 5). |
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Xu y Rees (2016)
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As defined by Cortazzi and Jin (1996), academic culture is “the systems of beliefs, expectations and cultural practices about how to perform academically” (p. 251). |
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Yang (2015)
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Academic culture refers to the attitudes, beliefs and values held by academics in relation to all aspects of their work. A variety of highly related terms have also been used widely, such as “integrity,” “ethics,” “(mis)conducts” and even “corruption.” (p. 531). |
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McKay y Devlin (2014)
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Newcomers to university, particularly those from LSES backgrounds, often lack familiarity with the general context of HEIs. This unfamiliarity can apply to the curriculum, courses, tasks, assessments and other aspects with which students are confronted. Compounding this challenge is the ‘invisible pedagogy’ (BERNSTEIN, 1990), the implicit and unstated expectations of institutions, the specialist discourses (whether across subjects or disciplines), the ‘institutional habitus’ (BOURDIEU, 1990) and the overall academic culture that students unfamiliar with university can have no way of knowing or understanding without assistance (LAWRENCE, 2005, p. 952). |
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Szelényi y Rhoads (2013)
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By “academic culture,” we refer to the norms, values, beliefs, and practices associated with the working lives of faculty members at higher education institutions (CLARK 1987a; TIERNEY; RHOADS 1993, p. 426). |
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Rhoads y Hu (2012)
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Academic culture intersects in important ways with the idea of organizations as cultures – meaning that organizations, like societies, often reveal unique patterns of behaviour, consistent with commonly accepted norms, values, and attitudes (p. 354). |
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Roxå, Mårtensson y Alveteg (2011)
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In this text we will focus on culture as a process (ANCONA et al. 2009). This approach to culture focuses on the sense-making processes within a group. From this perspective culture is ‘a set of meanings, and values shared by a group of people’ (ALVESSON, 2002, p. 29). The shared norms, beliefs, values, and traditions of the group guide the sensemaking processes and produces behaviour and products somewhat different from those of other groups (p. 100). |
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Solem, Lee y Schlemper (2009)
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Part I of the survey was designed to collect demographic information from respondents, students’ career aspirations, and their reasons for pursuing a graduate degree. Part II of the survey asked respondents to describe their professional preparation by indicating the types of courses, training, and educational experiences they have had to date in their current graduate program. Part III of the survey asked respondents to answer 107 Likert-scale items, 96 of which were adapted from a study by Lee (2004, p. 273) exploring the values, assumptions, beliefs, and ideologies that faculty have about academic work and institutions. Although the Lee study provides many quantitative measures of academic culture and climate, it was restricted to college faculty and thus does not fully account for student perspectives. |
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Jiang et al. (2010)
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Drawing on the two fundamental definitions discussed above, for the purpose of our research, we define ‘academic acculturation’ as: The processes by which one becomes a part of a group (for example, institution, department, etc.) and integrates with its members, while possibly influencing the host group with one’s own life experience and academic expertise, with regard to academic practice such as teaching, research, administration, pastoral duties, supervision and management (p. 157). |
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Álvarez Rojo et al. (2008)
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Sintetizando los planteamientos de esta perspectiva, la cultura puede definirse como «el conjunto de creencias que se traducen en valores, símbolos, rituales y hábitos compartidos por los integrantes de la organización, los cuales determinan una identidad específica y diferencial, tanto cara a los propios miembros, como respecto del entorno en el cual la organización está inmersa» (AECA, 1997, p. 144). |
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Cotter y Clukey (2019)
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Freedman (1979, p. 205) stated that faculty members are “conditioned, molded, and influenced—often without their awareness—by the institutions in which they serve”. The items within this enculturation include a “complex symbolic apparatus of myths, statutes, precedents, ways of talking and thinking, and even uniforms” (BRUNER, 1996, p. 29, p. 139). |
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Harman (2002)
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Academic culture can be interpreted as historically transmitted patterns of meaning expressed in symbolic form through the shared commitments, values and standards of behaviour peculiar to members of the profession, as well as the traditions, myths, rituals, language and other forms of expressive symbolism that encompass academic life and work (HARMAN, 1989a, p. 36, p. 97). |
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Böhm-Carrer y Lucero (2018)
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Así, es valioso partir del concepto de cultura académica, configurada, según Carlino (2009, p. 5), por las representaciones y las prácticas institucionales que con cierta continuidad temporal se vienen llevando a cabo en un espacio determinado, y alude a aquellos saberes y haceres propios de una particular comunidad académica. |
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Gómez Silva y da Silva Bezerra (2018)
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Fundamentando-nos na definição lato sensu de cultura de Bizzocchi (2003, p. 4), formulamos, por analogia, um conceito de cultura acadêmica para esta pesquisa como um conjunto complexo dos processos de produção, circulação e consumo de significados, realizados através das práticas acadêmicas e compartilhados por meio dos discursos pedagógicos nas instituições educativas. |
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Mendoza (2008)
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Culture in organizations is most commonly defined by the set of shared beliefs, values, and assumptions that guide behavior (p. 111). |
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Jiménez Mora, Moreno Bayardo y Ortiz Lefort (2011)
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Desde una perspectiva que concibe a la cultura como contexto donde el comportamiento de las personas adquiere y aporta significado (GEERTZ,1973; BRUNER,1990), el propósito de este estudio ha sido acceder al conjunto de significados sobre la investigación y sobre la formación para la investigación que son interiorizados, construidos o reconstruidos por los actores (formadores, estudiantes, administradores) que intervienen en los programas de doctorado en Educación mencionados; como una vía para explorar lo que ocurre en estos espacios en las prácticas y los procesos de formación para la investigación (p. 921). |
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Schugurensky y Naidorf (2004)
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Nesta análise, conceituamos a cultura acadêmica como os discursos, as representações, as motivações, as normas éticas, as concepções, as visões, e as práticas institucionais dos atores universitarios (p. 998). |
¿Qué sabemos de la cultura académica? Revisión del concepto en la literatura en educación superior