Reformation of higher education in the EaP countries: cultural dimensions under the shadow.

Irina Sikorskaya

Share

Abstract

In the article, the complexity and interconnection of the cultural characteristics that impact higher education institutions in the Eastern Partnership countries are present-ed. The six countries, united in 2009 by Brussels in one block, have a similar policy of the reformation of their higher education systems which has a distinct European vector. The paper is designed to study the higher education reforms and higher through the prism of cultural dimensions portrayed at national and institutional lev-els. To perform this task Geert Hofstede’s cultural value dimensions and World Value Survey database (2010-2014) were employed as well as findings of the individual re-searchers. In short, this paper aims to discuss the culture implication in academic en-vironment and changes occurring within the higher education institutions of the six countries of Eastern partnership and to explain them by use of G. Hofstede’s cultural dimensions. Considering higher education institutions performance with the help of cross-cultural analysis can facilitate analysis of the education practices, teaching and learning methods, readiness to institutional change and external challenges, policies and practices undertaken by academic systems to cope with the external and internal academic environment and modes of the implementing the reformation strategies in the selected countries.

Keywords

Eastern partnership; Higher education institution; Higher education reformation; Cultural dimensions; World Value Survey.

Full Text: pdf

Doi: 10.14273/unisa-1410

References

Alieva, L. (2015), The European Neighbourhood Policy and Azerbaijan: When Soft Power and Security are Tightly Related in J. Forbrig and A. Inayeh (ed.), “Reviewing the European Neighbourhood Policy: Eastern Perspectives”, Europe Policy Paper No. 4, German Marshall Fund of the United States, Washington, D.C..
Avetisyan P. & Zaslavskaya M. (2017), Modernization of the higher education system of Armenia in the context of integration processes. Monograph. Yerevan.
Bayramov A. & Ahmedov I. (2013), Development of innovative education in Azerbaijan. Economist. № 5. May. 2013, pp. 51-53.
Clarke, T. (Ed.). (2004), Theories of corporate governance: The philosophi-cal foundations of corporate governance. London: Routledge.
Dakowska, D. & Harmsen, R. (2015), Laboratories of reform? The European-ization and internationalization of higher education in Central and Eastern Europe. European Journal of Higher Education.Volume 5, 2015 – Issue 1: Europeanization, Internationalization and Higher Education Reforms in Central and Eastern Europe.
Eliot, Ch. (1967), Conflict Between Individualism and Collectivism in a De-mocracy: Three Lectures. Ayer Publishing.
Folch, M. & Ion, G. (2009), Analysing the Organizational Culture of Universi-ties: Two Model, Higher Education in Europe, Vol. 34, No. 1, London: Routledge.
Ghedrovici, O. and Ostapenko, N. (2016), Business Ethics in Post-Soviet Economies: The Case of Moldova. Advances in Management & Applied Economics, vol. 6, no. 3, 2016, 85-106.
Gunchenko, K (2016), Greater autonomy of higher education institutions of Ukraine today. Derzhavne upravlinnja: udosconallennja ta rozvytok (Public administration: enhancement and development. № 12, 2016) Retrieved from: http://www.dy.nayka.com.ua/?op=1&z=1054
Hall, E. (1976), Beyond Culture. New York: Anchor Press, Doubleday, and Co.
Hofstede, G. (1985), Culture’s Consequences: International Differences in Work-Related Values. Abridged edition. London: Sage Publications.
Hofstede, G., & Peterson, M. (2000), Culture: National values and organiza-tional practices. In N. Ashkanasy, C. Wilderom, & M. Peterson (Eds.), Handbook of organizational culture and climate (pp. 401-416). Thousand Oaks, CA: Sage.
Hofstede, G. (1980), Culture’s Consequences. Sage Publications, Newbury Park.
Hofstede, G. (2001), Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations. 2nd edition. Thousand Oaks, Calif.: Sage Publications.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010), Cultures and organiza-tions: Software of the mind. New York, USA: McGraw-Hill.
House, R., Hanges, P., Javidan, M., Dorfman, P., & Gupta, V. (2004), Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.
Huseynova, Sh. (2016), Reform of higher education system of the Azerbaijan Republic. Teorenychni I practychni aspect ekonomiky ta intelectualnoji vlasnosti (Theoretical and practical aspects of economics and intellectual property) Vol. 14. 2016 pp 155-166.
Inglehart, R., Haerpfer, A. Moreno, C. Welzel, K. Kizilova, J. Diez-Medrano, M. Lagos, P. Norris, E. Ponarin & B. Puranen et al. (eds.). (2014), World Values Survey: Round Six – Country-Pooled Datafile Version: http://www.worldvaluessurvey.org/WVSDocumentationWV6.jsp. Madrid: JD Sys-tems Institute.
Kluckhohn, F. & Stroedbeck, F. (1961), Variations in value-orientations. Ev-anston: Row & Peterson.
Kushnarenko, V. &. Cojocari, L. (2012), Internationalization of Higher Edu-cation in the Post-Soviet Small States: Realities and Perspectives of Moldova. Current Issues in Comparative Education 15(1): 132-144. Teachers College, Columbia University.
Ledeneva, A. (2001), Unwritten rules: How Russia really works. London: Centre for European Reform.
Mamedova, H. (2014), Main directions of compulsory education reform in Republic of Azerbaijan. Vektor nauki TGU. Series: Pedagogika, psychologi-ja. 2014. № 2 (17). pp. 140-148.
Matskevitch (2016), Bologna process and education reforms in the Eastern Partnership countries: stories of successes and failures. Report on roundtable retrieved from: www.bolognaby.org/
Minkov, M., & Hofstede, G. (2012), Is national culture a meaningful concept? Cultural values delineate homogeneous national clusters of in-country regions. Cross-Cultural Research, 46(2), 133-159.
Minkov, M., & Hofstede, G. (2014), Clustering of 316 European regions on measures of values: Do Europe’s countries have national cultures? Cross-Cultural Research, 48(2), 144-176.
Najimudinova, S. (2013), Organisational culture dimensions of Kyrgyz in-dustrial companies. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, Cilt 22, Sayı1, 2013, Sayfa 427-444.
Minkov, M., & Hofstede, G. (2014), Clustering of 316 European regions on measures of values: Do Europe’s countries have national cultures? Cross-Cultural Research, 48(2), 144-176.
Schimmelfennig, F, & Sedelmeier U. (2005), The Europeanization of Central and Eastern Europe. Cornell University Press, 2005.
Husnullina, V. (2018), Education in Armenia in post-soviet period. Retrieved from: https://dspace.spbu.ru/handle/11701/14165.
Kuchinke P. (2002), Assessing Culture: Prospects and Limitations of Quanti-tative Cross-National Research. Counterpoints, Vol. 180, Research in Inter-national Education: experience, theory, &practice (2002), pp. 103-119.
Ohanyan, A. (1991), Negotiation Culture in a Post-Soviet Context: An Inter-disciplinary Perspective. Mediation Quarterly, 17(1), 1999, pp. 83-104.
Orosz, K., & Perna, L. (2016), Higher Education Internationalization in the Context of Ongoing Economic-Political Transitions: Insights from Former Soviet and Eastern Bloc Nations. HERJ: Hungarian Educational Research Journal, 6 (1), 3-20.
Pashaeva, N. (2016), Enhancement of legal regulation of the education system in the Azerbaijan Republic, Retrieved from https://edu.gov.az/en/page/451/5244
Schwartz, S. (1999), A theory of cultural values and some implications for work. Applied Psychology: An International Review, 48(1), 23-47.
Treven, S., Mulej, M., & Lynn, M. (2008), The impact of culture on organiza-tional behavior. Management, 13(2), 27-39. Retrieved from: https://www.efst.hr/management/Vol13No2-2008/2-Treven%20Mulej %20Lynn.pdf.
Ritson K. (2002), The Impact of National and Cultural Context on Collabora-tion across Borders in Multinational Enterprises. A Case Study of Glamox’ Headquarters in Norway and Glamox HE AS in Estonia. Retrieved from: https://www.duo.uio.no/bitstream/handle/10852/…/5808.pdf
Root, F. & Visudtibhan, K. (1992), International Strategic Management. Challenges and Opportunities, Taylor & Francis Inc.
Smerek, R. (2010), Cultural Perspectives of Academia: Toward a Model of Cultural Complexity in J.C Smart (ed.). Higher Education: Handbook of Theory and Research 25. pp. 381-423, Springer Science+Business Media B.V.
Scott, J., & Marshall, G. (2005), Dictionary of Sociology (3rd ed.), New York: Oxford University Press.
Schimmelfennig, F., & Sedelmeier U. (2005), The Europeanization of Central and Eastern Europe. Cornell University Press.
Triandis, H. (1994), Culture and Social Behaviour. McGraw-Hill, Inc., New York: McGraw-Hill.
Trompenaars, F. & Hampden-Turner, C. (1997), Riding the Waves of Culture – Understanding Cultural Diversity in Business. Second Edition. London: Nicholas Brealey Publishing.
Yahorau, A., & Antashkevitch, S. (2016), Higher Education Reform in light of Bologna Process: opportunities, obstacles, context. Recommendations for Eastern Partnership countries. Retrieved from: www.bolognaby.org
Vukasovic, M. (2013), Change of higher education in response to European pressures: conceptualization and operationalization of Europeanization of higher education. Higher Education, 66(3), pp. 311-324.
Wenger, E. (2009), A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). Abingdon: Routledge.

L'articolo WP 1_2019 – Reformation of higher education in the EaP countries sembra essere il primo su Center for European Studies.

Sono aperte fino al 16 marzo 2019 le pre-iscrizioni alla prima edizione del Modulo Jean Monnet “European Culture and Memories: EU’s Strategies and Policy Developments” (EuCuMe).  Il Modulo EuCuMe è un progetto cofinanziato dall’Unione Europea per il triennio 2018-2021 nell’ambito del Programma “Erasmus Plus – Jean Monnet Activities”, volto a sostenere attività di eccellenza nell’insegnamento e nella ricerca su temi relativi al processo di integrazione europea.

Il Modulo è organizzato dal Centro Studi Europei, attivo presso il Dipartimento di Studi Politici e Sociali (DSPS) dell’Ateneo.

Il Modulo EuCuMe è rivolto a tutti gli studenti dell’Università degli Studi di Salerno.

L’insegnamento avrà inizio il 21 marzo 2019 e si articolerà in due momenti: 1. un modulo didattico teorico/pratico di 40 ore, dal titolo “Le strategie dell’Unione europea per uno spazio culturale condiviso”, relativo ai temi della costruzione di una cultura e di una memoria europee; 2. quattro seminari tematici, ognuno della durata di 2 ore, su: a) le politiche culturali nello spazio europeo e b) le politiche per una memoria pubblica europea.

La frequenza è obbligatoria e alla fine sarà rilasciato un Attestato di partecipazione. Inoltre, là dove previsto, al corso verrà attribuito un valore di equipollenza con il Tirocinio formativo (ferme restando le prerogative previste dai Regolamenti degli specifici Corsi di Studio).

Gli interessati possono effettuare la pre-iscrizione inviando una email a dverderame@unisa.it, entro e non oltre il 16 marzo 2019, comunicando il proprio nome, cognome, corso e livello di studi (triennale, magistrale, dottorato), nonché la propria motivazione a partecipare. Nel caso di un numero di richieste superiore alle 20 unità, si provvederà ad una selezione che saranno comunicate in seguito.

Per info: www.centrostudieuropei.it/eucume.

Massimo Pendenza – Direttore del Centro Studi Europei (CSE)

Dario Verderame – Responsabile EuCuMe

Beatrice Benocci – Staff EuCuMe

L'articolo Apertura iscrizioni Modulo Jean Monnet – European Culture and Memories (EuCuMe). Prima edizione 2018/2019 sembra essere il primo su Center for European Studies.