Organizational Culture in the Adoption of the Bologna Process: A Study of Academic Staff at a Ukrainian University

Autor/inn/en	Shaw, Marta A.; Chapman, David W.; Rumyantseva, Nataliya L.
Titel	Organizational Culture in the Adoption of the Bologna Process: A Study of Academic Staff at a Ukrainian University
Quelle	In: Studies in Higher Education, 38 (2013) 7, S.989-1003 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.614336
Schlagwörter	Organizational Culture; Foreign Countries; International Cooperation; Higher Education; Student Mobility; Instructional Innovation; Case Studies; Cultural Context; College Faculty; Professional Identity; Teacher Attitudes; Values; Social Influences; Cultural Influences; Organizational Change; Academic Rank (Professional); Qualitative Research; Administrative Organization; Decision Making; Semi Structured Interviews; Ukraine + Suchen Sie Ihr Suchwort? Unternehmenskultur; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Educational Innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Fakultät; Lehrerverhalten; Wertbegriff; Sozialer Einfluss; Cultural influence; Kultureinfluss; Organisationswandel; Qualitative Forschung; Decision-making; Entscheidungsfindung
Abstract	The growing influence of the Bologna Process on higher education around the world has raised concerns about the applicability of this set of reforms in diverse cultural contexts. Ukraine provides an instructive case study highlighting the dynamics occurring at the convergence of the new framework with a state-centred model of higher education. The goal of this study was to examine the professional identity of faculty at one Ukrainian university and their perceptions regarding the implementation of Bologna at their institution. We found that instructional and institutional innovations were successfully implemented only to the extent that they were integrated with the existing pattern of values and beliefs held by faculty. These findings provide insight for how other countries may approach Bologna compatibility in the presence of social and cultural forces divergent from those in which the Bologna process originated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10