Välimaa / Ylijoki Cultural Perspectives on Higher Education

1. Auflage 2008
ISBN: 978-1-4020-6604-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 278 Seiten

This book analyses higher education from cultural perspectives and reflects on the uses of intellectual devices developed in the cultural studies of higher education over the last decades. It presents fresh perspectives to integrate cultural studies in higher education with wider societal processes and studies the internal life of higher education. The book uses cultural perspectives developed in previous studies to understand a variety of processes and reforms taking place.

Autoren/Hrsg.

Välimaa, Jussi

Ylijoki, Oili-Helena

Inhaltsverzeichnis

1;Contents;5
2;Contributors;7
3;Chapter 1 Introduction to the Book and Its Contents;9
4;Part I Culture, Society and Higher Education;15
4.1;Chapter 2 Cultural Studies in Higher Education Research;16
4.1.1;2.1 Culture as a Concept and an Intellectual Device in Higher Education;16
4.1.1.1;2.1.1 Defining ‘Culture’;19
4.1.2;2.2 On the History and Traditions of Cultural Studies in Higher Education: Student, Organizational and Disciplinary Cultures;19
4.1.3;2.3 Recent Trends and the State of the Art;21
4.1.4;2.4 Uses of Cultural Perspectives in Higher Education Studies;22
4.1.4.1;2.4.1 Disciplinary Cultures;22
4.1.4.2;2.4.2 Institutional and Campus Cultures;23
4.1.4.3;2.4.3 Students as the Object of Studies;23
4.1.4.4;2.4.4 National Cultures;23
4.1.4.5;2.4.5 Comparative Studies;24
4.1.4.6;2.4.6 Studies of Change Processes;25
4.1.4.7;2.4.7 Culture as a General Perspective to Higher Education;25
4.1.5;2.5 Discussion;26
4.1.6;References;28
4.2;Chapter 3 Trust and Organizational Culture in Higher Education;33
4.2.1;3.1 Reviewing Organizational Culture;33
4.2.2;3.2 Trust and Culture;35
4.2.2.1;3.2.1 Trust within a Rational Choice Framework;36
4.2.3;3.3 Trust within a Cultural Framework;37
4.2.3.1;3.3.1 Trust as Shared Experience;38
4.2.4;3.4 Trust as Learned Experience;41
4.2.5;3.5 Trust as Conditional;43
4.2.6;3.6 Discussion;45
4.2.7;References;46
4.3;Chapter 4 Building or Eroding Intellectual Capital? Student Consumerism as a Cultural Force in the Context of Knowledge Economy;48
4.3.1;4.1 Introduction;48
4.3.2;4.2 The Disappearing Social Compact;49
4.3.3;4.3 From Academic Capital to Commodification;51
4.3.4;4.4 Instrumental Learning;53
4.3.5;4.5 Trust, Risk and Academic Professionalism;53
4.3.6;4.6 Reorganising Knowledge around Market Criteria;55
4.3.7;4.7 New Inequalities;56
4.3.8;4.8 Conclusion;57
4.3.9;References;58
5;Part II Academic Practices and Identities;61
5.1;Chapter 5 The Moral Order of Business Studying;62
5.1.1;5.1 Introduction;62
5.1.2;5.2 A Narrative Study in Business-School Culture and Moral Order;63
5.1.2.1;5.2.1 Drawing from the Studies of Disciplinary Cultures;64
5.1.2.2;5.2.2 Distinguishing between Disciplinary and Studying Cultures;65
5.1.2.3;5.2.3 Articulating the Prevailing Moral Order by Constructing Narratives;67
5.1.3;5.3 Six Narratives of Being a Good Student in the Business School;68
5.1.3.1;5.3.1 Master Narrative;68
5.1.3.2;5.3.2 Studying Finance or Economics;69
5.1.3.3;5.3.3 Three Narratives of Studying Organization and Management;70
5.1.4;5.4 Responses to the Researchers’ Intervention;72
5.1.5;5.5 Discussion: Reproduction and Modification of the Moral Order;74
5.1.6;5.6 Conclusions;75
5.1.7;References;76
5.2;Chapter 6 A Clash of Academic Cultures: The Case of Dr. X;78
5.2.1;6.1 Introduction;78
5.2.2;6.2 Academic Cultures in Transition;79
5.2.3;6.3 The Case of Dr. X;81
5.2.4;6.4 Theoretical Tools;83
5.2.5;6.5 Personal Identity in Crisis;84
5.2.6;6.6 Alternative Identity Constructions;86
5.2.7;6.7 Discussion;88
5.2.8;References;91
5.3;Chapter 7 Academic Work and Academic Identities: A Comparison between Four Disciplines;93
5.3.1;7.1 Introduction;93
5.3.2;7.2 Disciplines and Identities;94
5.3.2.1;7.2.1 Some Common Characteristics about Administration-related Tasks;94
5.3.2.2;7.2.2 Physics and Biology: A Strong Attachment to a Research-based Identity;95
5.3.2.3;7.2.3 Historians;98
5.3.2.4;7.2.4 Business Studies;99
5.3.3;7.3 Variations within Disciplines and Some Factors Explaining Them;101
5.3.3.1;7.3.1 Institutional and Contextual Factors;102
5.3.3.2;7.3.2 Variations Linked to Individual Trajectories;104
5.3.4;7.4 Conclusion: Variations in Academic Work and Variations in Academic Identities;107
5.3.5;References;108
5.4;Chapter 8 Culture in Interaction: Academic Identities in Laboratory Work;110
5.4.1;8.1 Introduction;110
5.4.2;8.2 Higher Education and Ethnographic Studies;111
5.4.2.1;8.2.1 From Interview Accounts to Field Studies Without Losing the Former;111
5.4.2.2;8.2.2 The Ethnographic Focus of Laboratory Studies: Culture in Interaction;112
5.4.3;8.3 The Social Organization of Scientific Practice: A Laboratory Members’ Contingent Achievement;114
5.4.3.1;8.3.1 The Laboratory Visit and the Organization It Accounts for;114
5.4.3.2;8.3.2 Conversational Formulations of Ordinary Rules in Laboratory Work;118
5.4.3.3;8.3.3 Formulation of Ordinary Rules of Conduct;119
5.4.3.4;8.3.4 Formulating an Activity in Its Course: Research Routine, Membership Categorization and Ordinary Rules of Conduct;122
5.4.4;8.4 Conclusion;124
5.4.4.1;8.4.1 Methodological Issues;124
5.4.4.2;8.4.2 Empirical Results;125
5.4.5;References;126
5.5;Chapter 9 Caught in the Science Trap? A Case Study of the Relationship between Nurses and “Their” Science;128
5.5.1;9.1 Introduction;128
5.5.2;9.2 Theoretical Framework;130
5.5.3;9.3 Data and Method;131
5.5.4;9.4 Defining Nursing and Nursing Science;132
5.5.4.1;9.4.1 The Science Narrative;132
5.5.4.2;9.4.2 The Wage-earner Narrative;134
5.5.4.3;9.4.3 The Calling Narrative;136
5.5.5;9.5 Discussion;138
5.5.6;References;141
5.6;Chapter 10 Determining the Norms of Science: From Epistemological Criteria to Local Struggle on Organizational Rules?;143
5.6.1;10.1 Introduction;143
5.6.2;10.2 The Normative Structure of Science: From Institutionalized Epistemological Criteria to Local Organizational Rules;144
5.6.3;10.3 Constructing Norms at the University–Business Interface;148
5.6.3.1;10.3.1 Missions of the University;149
5.6.3.2;10.3.2 Economic and Academic Rewards;150
5.6.3.3;10.3.3 Communication within the Scientific Community;152
5.6.3.4;10.3.4 Connection between Public and Private Activities;155
5.6.4;10.4 Conclusion;156
5.6.5;References;158
6;Part III Higher Education Institutions and Reforms in Cultural Frameworks;159
6.1;Chapter 11 Doctoral Education and Doctoral Theses – Changing Assessment Practices;160
6.1.1;11.1 Introduction;160
6.1.2;11.2 Data;161
6.1.3;11.3 Who are the Doctoral Candidates and their Public Opponents?;162
6.1.4;11.4 Assessment Reports as Indicators of the Quality of Doctoral Theses;164
6.1.5;11.5 The Quality of the Assessment Reports;167
6.1.6;11.6 The Interviews: The Opponents Tell Their Own Story of the Assessment Process;169
6.1.7;11.7 Discussion;172
6.1.8;References;175
6.2;Chapter 12 Challenging Traditional Research Training Culture: Industry-oriented Doctoral Programs in Australian Cooperative Research Centres;177
6.2.1;12.1 Introduction;177
6.2.2;12.2 Data Collection Methods;179
6.2.3;12.3 Models of Doctoral Training and Education;179
6.2.4;12.4 Ideological Drivers of the CRC Model;181
6.2.5;12.5 CRC Doctoral Programs: The Integrated/Cooperative Model;184
6.2.6;12.6 Perceptions of the CRC Training Culture;187
6.2.7;12.7 Conclusions;190
6.2.8;References;191
6.3;Chapter 13 The Evolution of American Scientific Fields: Disciplinary Differences Versus Institutional Isomorphism;194
6.3.1;13.1 Introduction;194
6.3.2;13.2 Disciplinary Categories and Institutional Types;195
6.3.3;13.3 Research Questions;196
6.3.4;13.4 National Survey Data;197
6.3.5;13.5 Study Variables;197
6.3.6;13.5.1 Gender;197
6.3.7;13.5.2 Teaching;198
6.3.8;13.5.3 Research;198
6.3.9;13.5.4 Attitudes;199
6.3.10;13.6 Methods;199
6.3.10.1;13.6.1 Statistical Model;199
6.3.10.2;13.6.2 Statistical Tests;199
6.3.11;13.7 Results;200
6.3.11.1;13.7.1 Gender;200
6.3.11.2;13.7.2 Hours Teaching in the Classroom Per Week;200
6.3.11.3;13.7.3 Use of Active/Collaborative Instruction;204
6.3.11.4;13.7.4 Percent of Time Spent on Research;204
6.3.11.5;13.7.5 Principal Investigator (PI);205
6.3.11.6;13.7.6 Publications during the Last 2 Years;205
6.3.11.7;13.7.7 Research Should Be the Criterion for Promotion;205
6.3.11.8;13.7.8 Preference for Research Versus Teaching;206
6.3.12;13.8 Conclusion and Policy Implications;207
6.3.13;References;209
6.4;Chapter 14 Quantitative Assessment of Organisational Cultures in Post-merger Universities;210
6.4.1;14.1 Introduction;210
6.4.2;14.2 The Concept of Organisational Culture and Its Meanings in Post-merger Institutions;211
6.4.3;14.3 Qualitative Versus Quantitative Assessment of Culture;213
6.4.4;14.4 Measure of Cultures in Higher Education;215
6.4.4.1;14.4.1 Contributions from Qualitative Studies;215
6.4.4.2;14.4.2 Quantitative Measures;216
6.4.5;14.5 Measuring Cultural Differences in Merged Organisations;218
6.4.6;14.6 The Relevance of Existing Approaches to Assess Cultural Differences in Post-merger Higher Education Institutions;219
6.4.7;References;221
6.5;Chapter 15 The Bologna Process in Academic Basic Units: Finnish Universities and Competitive Horizons;224
6.5.1;15.1 Introduction;224
6.5.2;15.2 The Bologna Process in Finnish Context;224
6.5.3;15.3 Multiple Case Study of Basic Units;226
6.5.4;15.4 Cross-case Analysis: The Competitive Horizons of Basic Units;227
6.5.4.1;15.4.1 Type 1: The Bologna Process as the Object of the Game;228
6.5.4.2;15.4.2 Type 2: Bologna Process as Novelty;231
6.5.4.3;15.4.3 Type 3: Resistance, Relevance, and Resonance;234
6.5.5;15.5 Discussion: Competitive Horizons and the Bologna Process;236
6.5.6;Appendix 1 Themes for the group interview;238
6.5.7;References;239
6.6;Chapter 16 How Does the Bologna Process Challenge the National Traditions of Higher Education Institutions?;241
6.6.1;16.1 Introduction;241
6.6.2;16.2 Cultural Dimension in Policy Analysis;242
6.6.3;16.3 European and National Perspectives;246
6.6.4;16.4 Local Perspectives;249
6.6.4.1;16.4.1 Mapping Ways of Life within the Portuguese Higher Education System;250
6.6.4.2;16.4.2 Resistance to Change;252
6.6.4.3;16.4.3 Mapping Prospective Scenarios Promoted by Different Ways of Life;254
6.6.5;16.5 Conclusions;255
6.6.6;References;257
6.7;Chapter 17 Future Challenges;260
6.7.1;References;262
7;Author Index;263
8;Subject Index;269

Leseproben

"Chapter 5 The Moral Order of Business Studying (S. 59-60)

Hanna Päiviö

5.1 Introduction

Business schools provide an interesting context for studies from cultural perspectives. Both outsiders and insiders to these universities maintain distinctive stereotypes that are supposed to describe business students’ and teachers’ orientations and values. This chapter looks back and reflects on a narrative study on businessschool culture (Leppälä and Päiviö 2001). In the end, the study in question became an intervention into the local culture of a business school.2

My account of the project will present an example of how university studying, and more particularly, business studying, can be approached both culturally and in the spirit of participative research. There are no generally accepted criteria for what can be considered a cultural approach to higher education or university studying (Välimaa 1995, see also Mäntylä 2007). In this project, cultural approach has meant mainly two things.

Firstly, we proceeded from the studies of disciplinary cultures, and conceptualized business education itself as a process in which the students become socialized into different disciplinary and work cultures (e.g., Becher 1989, Clark 1987, Ylijoki 1998). We focused not only on how this process actually becomes realized in business education, but also on what kind of cultures and communities are actually meaningful in the everyday life of the business students. Secondly, in this project cultural approach meant that we were studying our own university, that is, we were doing research ""from within"".

We have participated in this study first as students, and later on as teachers at this university. As we were participants in this project prior to, during, and after our thesis project3, it is difficult to put a clear end to it (cf. Swepson 1999, Katila and Meriläinen 2002). In fact, its aftermath still continues. Our research strategy can be called participatory in the sense that we intervened into the local, social process of cultural knowledge production (Maguire 1987).

We constructed reality as we went along with the students that we lived and worked with. In this approach culture is thus not only something that the researcher describes or something that the students need to learn and become socialized to, but it is something we continuously do. Narrating, be it oral or written, is a basic and an ancient form of participation in ""cultural affairs"". At least in our case, a research report written by the insiders generated responses from many other people working or studying at the university.

5.2 A Narrative Study in Business-School Culture and Moral Order

What is good business education? What is virtuous and vicious about studying business? In our thesis project we were interested in these questions from the students’ point of view. As we were business students ourselves, our motivation sprang from our own experiences. During our studies in the HSE we had often felt like being outsiders among the business students. Although we were enthusiastic about our own discipline, organization and management, we felt that we were not allowed to show it publicly. "