Configuration of Research Culture: Investment, Process, and Norm

Abstract

Research is a priority in higher education institutions. Considering that the development of research culture is highly influenced by the paradigm by which institutions operate on, this paper sought to identify the configuration of the research culture. The researcher conducted a narrative inquiry with key informants from seven reputable teacher education institutions in Region VII and coded the interview transcripts with the aid of NVIVO 11.3.2. Using Thematic Analysis (Braun and Clarke, 2006), three overarching themes on the configuration of the research culture, with its corresponding attributes and characteristics, were identified. The results showed that the research culture consists of observable and measurable inputs and outputs that interact in internal and external dynamics that are developmental and systemic, leading to standardized and contextualized practices in a teacher education institution. Therefore, research culture is an investment, a process, and a norm as it is evidence-based, dynamic, and distinct to the academic institution.

Information culture of university administration: Making personnel bureaucracy a professional bureaucracy

“…In this paper, the general focus is on the unstudied issue that behind the bureaucracy of the university and its various forms there will be competitive information cultures creating a sociological mix of many informational behaviors with different orientations to the needs of stakeholders. For universities, it is possible to diagnose collaborative information behavior that creates the so-called departmental silo, which brings together employees and people in midlevel management positions (Keeling et al, 2007), as well as proactive behavior aimed at acquiring partners and external financing (Deshpande et al, 2017; Hogan and Coote, 2014), innovation and project management support (Clark, 2020; Yuko, 2021), networking (Olvido, 2021), and mentoring (Johnson et al, 2020), as well as activities strictly focused on external accountability (Hartnell et al, 2011; Vick et al, 2015).…”

“…According to Max Travers, the modern university administration is a type of “new bureaucracy”—strongly rooted in the idea of university accountability, which is expensive and does not necessarily correspond to traditional academic values in universities, which manifest themselves in people’s behavior (Travers, 2007). Therefore, any attempt at process standardization might be balanced by the competitiveness of information cultures, for example, more open-minded behavior based on mutual adjustments in the decentralization of decisions, more independent and flexible activities coming from standardization of skills, but also standardization might compete with direct supervision, or well-coordinated output creation (Lunenburg, 2012), for example, in networking as an important part of the university’s autonomy (Olvido, 2021).…”

Development of Science Research Culture in Basic Education: A Theory Generation

“…Faculty members develop beliefs and norms that support the consistent conduct of research and product of quality outputs, intending to teach and help the general public (Hill, 2002;Roxas-Soriano et al, 2020). Teachers play their part in research culture when attributes are present, and resources are available, which interact in internal and external dynamics (Salazar-Clemeña & Almonte-Acoste, 2007;Dacles et al, 2016;Mirasol & Inovejas, 2017;Sherab & Schuelka, 2019;Olvido, 2020). In the process of attaining research culture, HEIs pass through development stages.…”

“…Research culture happens when research is consistently produced, disseminated, and valued (Hanover Research, 2014). There are dynamics between what is done and what is produced inside and outside the institution (Olvido, 2020). This research culture considers the community members' perception, thought, and behavior concerning research activities (Hernández Méndez & Reyes Cruz, 2014).…”

“…Existing literature on research culture development states that certain attributes in schools contribute to productivity in schools. To do so, the process of research culture development involves planning and process phases, which require components necessary to enhance maturation (Olvido, 2020). These components include time; a strong belief in the research endeavor; faculty involvement; positive group climate, working condition, and organizational communication; faculty development program; research infrastructure; decentralized research policy; research funding; and clear institutional policy for research benefits and incentives (Salazar-Clemeña & Almonte-Acosta, 2007;Dacles et al, 2016).…”