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Cultural Perspectives on Higher Education

:	Jussi Välimaa, Oili-Helena Ylijoki
:	Jussi Välimaa, Oili-Helena Ylijoki
:	Cultural Perspectives on Higher Education
:	Springer-Verlag
:	9781402066047
:	1
:	CHF 114.00
:

:	Soziologie
:	English

:	278
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

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.

"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."

	Contents	5
	Contributors	7
	Chapter 1 Introduction to the Book and Its Contents	9
	Part I Culture, Society and Higher Education	15
	Chapter 2 Cultural Studies in Higher Education Research	16
	2.1 Culture as a Concept and an Intellectual Device in Higher Education	16
	2.1.1 Defining ‘Culture’	19
	2.2 On the History and Traditions of Cultural Studies in Higher Education: Student, Organizational and Disciplinary Cultures	19
	2.3 Recent Trends and the State of the Art	21
	2.4 Uses of Cultural Perspectives in Higher Education Studies	22
	2.4.1 Disciplinary Cultures	22
	2.4.2 Institutional and Campus Cultures	23
	2.4.3 Students as the Object of Studies	23
	2.4.4 National Cultures	23
	2.4.5 Comparative Studies	24
	2.4.6 Studies of Change Processes	25
	2.4.7 Culture as a General Perspective to Higher Education	25
	2.5 Discussion	26
	References	28
	Chapter 3 Trust and Organizational Culture in Higher Education	33
	3.1 Reviewing Organizational Culture	33
	3.2 Trust and Culture	35
	3.2.1 Trust within a Rational Choice Framework	36
	3.3 Trust within a Cultural Framework	37
	3.3.1 Trust as Shared Experience	38
	3.4 Trust as Learned Experience	41
	3.5 Trust as Conditional	43
	3.6 Discussion	45
	References	46
	Chapter 4 Building or Eroding Intellectual Capital? Student Consumerism as a Cultural Force in the Context of Knowledge Economy	48
	4.1 Introduction	48
	4.2 The Disappearing Social Compact	49
	4.3 From Academic Capital to Commodification	51
	4.4 Instrumental Learning	53
	4.5 Trust, Risk and Academic Professionalism	53
	4.6 Reorganising Knowledge around Market Criteria	55
	4.7 New Inequalities	56
	4.8 Conclusion	57
	References	58
	Part II Academic Practices and Identities	61
	Chapter 5 The Moral Order of Business Studying	62
	5.1 Introduction	62
	5.2 A Narrative Study in Business-School Culture and Moral Order	63
	5.2.1 Drawing from the Studies of Disciplinary Cultures	64
	5.2.2 Distinguishing between Disciplinary and Studying Cultures	65
	5.2.3 Articulating the Prevailing Moral Order by Constructing Narratives	67
	5.3 Six Narratives of Being a Good Student in the Business School	68
	5.3.1 Master Narrative	68
	5.3.2 Studying Finance or Economics	69
	5.3.3 Three Narratives of Studying Organization and Management	70
	5.4 Responses to the Researchers’ Intervention	72
	5.5 Discussion: Reproduction and Modification of the Moral Order	74
	5.6 Conclusions	75
	References	76
	Chapter 6 A Clash of Academic Cultures: The Case of Dr. X	78
	6.1 Introduction	78
	6.2 Academic Cultures in Transition	79
	6.3 The Case of Dr. X	81
	6.4 Theoretical Tools	83
	6.5 Personal Identity in Crisis	84
	6.6 Alternative Identity Constructions	86
	6.7 Discussion	88
	References	91
	Chapter 7 Academic Work and Academic Identities: A Comparison between Four Disciplines	93
	7.1 Introduction	93
	7.2 Disciplines and Identities	94
	7.2.1 Some Common Characteristics about Administration-related Tasks	94
	7.2.2 Physics and Biology: A Strong Attachment to a Research-based Identity	95
	7.2.3 Historians	98
	7.2.4 Business Studies	99
	7.3 Variations within Disciplines and Some Factors Explaining Them	101
	7.3.1 Institutional and Contextual Factors	102
	7.3.2 Variations Linked to Individual Trajectories	104
	7.4 Conclusion: Variations in Academic Work and Variations in Academic Identities	107
	References	108
	Chapter 8 Culture in Interaction: Academic Identities in Laboratory Work	110
	8.1 Introduction	110
	8.2 Higher Education and Ethnographic Studies	111
	8.2.