University culture: comparison of the profile obtained from self-report documents with students' perception

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FEDERAL STATE AUTONOMOUS EDUCATIONAL INSTITUTION

FOR HIGHER PROFESSIONAL EDUCATION

NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICS

Bachelor's project

University culture: comparison of the profile obtained from self-report documents with students' perception

Pomialova Valeriia Olegovna

Saint Petersburg 2020

Table of contents

1. University Culture: Comparison of the Profile Obtained from Self-Report Documents with Students' Perception

2. Literature review

3. Employee Identification and commitment in the university settings

4. Research method

5. Research design and data analysis procedures

6. The comparison of organizational cultures

References

Appendix

1. University Culture: Comparison of the Profile Obtained from Self-Report Documents with Students' Perception

In modern world there is demand for creation of cooperation and integration of various social spheres. Higher education is evidently transforming according to the reality with trends on the new economy functioning, globalization trend, overloading of information and its usage, society values transition. These facts result in the change of the role that universities play nowadays, their role, structure and functions are extended by the upcoming challenges. Comparing traditional universities to be oriented to the `pure knowledge' and educational centers of the 21st century, the tremendous differences have happened (Boguslavskii & Neborskii, 2016). That new types of universities are the reaction to the external changes, and this is the way to adapt (Thoring et al., 2017).

That new type is based on the basis of freedom to drive the research process and innovation, autonomy of the decision-making, but also effective information transmission and communication to provide the educational aim (Bergquist & Pawlak, 2007). As various societal entities are getting interrelated, then universities tend to combine their primary role with such as business partner, when more and more companies are getting data and research-driven. Hence, the contemporary university is needed to create that structure and organization, which allows to save the unique features and get the flexibility at the same time. The trend of organization adaptation involves a lot of centers of higher education (Komljenovic, 2016). However, the transformation process concerns the inner changes of different aspects of organization inevitably. Among such aspects is organizational culture that can be defined as the rituals, practices and norms that are incorporated in organization by being introduced as the results of feeling and perception of the organization members, this concept and its explanation was offered by Sсhein (1992). That unique and specific culture provides the deeper understanding of the contemporary university of `entrepreneur type' which possess such cues of transformation as organization growth, culture-diversity formation (as the flexibility development), activities diversity orientation (Clark, 2001). As organizational culture is one of the aspects of organization the other ones related to its members and stakeholders are also involved in new relations with it and construct distinctive identities. That is rather important for students as special members of modern universities. Their role is among the prior for organization to be effective and adaptive.

In the current study, the case of the Higher School of Economics in Saint-Petersburg is observed due to the fact that university demonstrates features of entrepreneur university with growth of students, abroad partnerships and differentiation of the educational process that come from the numbers from Table 1.

Table 1 Statistics for Higher School of Economics Saint-Petersburg

Note. Statistics from the HSE web-page (https://strategy.hse.ru/vpo-1).

The aim of the study is motivated by the understanding of the organization and its processes from the point of view of students and the university itself and formulated as to find out whether there is the gap between the HSE Saint-Petersburg organizational culture constructed on the basis of self-report documents and students' perception of it and how this is related to the commitment level of them. The following objectives are to gain the goal:

To construct the HSE Saint-Petersburg culture profile based on the survey data from bachelor students;

To define the traces of the culture elements can be captured via the self-report documents of HSE from 2013 to 2018 by frequency analysis of part of speech in the texts associated with culture types;

Compare the culture traces to appear in both profiles;

Define the commitment level that students of the campus in Saint-Petersburg demonstrate to the university.

As organizational culture perception as commitment and organization report on its image and activities in their relations may provide the useful implications for creation of effective strategy and managerial decisions. The first research was focused on relation of organizational culture perception with the levels of identification of students. The results of previous study were published in the Siberian Socium (Pomyalova & Volkova, 2019) and the “University Management: Practice and Analysis” (Pomyalova & Volkova, 2020). The focus of the thesis is shifted to the commitment formation according to the perceived culture and constructed image from the university.

The research consists of literature review on organizational culture, identification and commitment of students and the approaches to the organizational analysis, then the methodological procedures are described and the data analysis results are given with conclusions on them.

2. Literature review

Organizational culture of the contemporary university

The central concepts to be used in the study are derived from the analysis of the research field. First things first, it is important to understand the role of organizational culture in the context of the university. Effective organizations are that demonstrate the consistency with the organizational culture type that is emphasized and corresponds to the values in the organization, not the strength of the culture itself in any form (Cameron, 1988). That phenomenon was observed in the companies performed on the market. Going further, the research field is also oriented toward the context of the educational organizations. Hence, the idea of the organizational culture to be applied to the universities and colleges belongs to Tierney (1988). He stated that mission, strategy, environment and leadership could be considered as crucial aspects of the university as the organization and then became the basis for the managerial decisions. The educational environment evidently results in the formation of specific culture, which contains four common types and aspects (collegial, developmental, managerial and advocacy), formed on the basis of values to be dominant in the academic field, the values are control of the teaching process, the orientation toward the science and research, knowledge transmission as succession, the value of autonomy to support the leadership development (Bergquist, 1992). Later the number of dominant values had been expanded, taking into account the appearance of new technologies and challenges related to them, the virtual type and tangible ones that oriented to save the university identity (Bergquist & Pawlak, 2007). However, Sporn (1996) argued while universities had the specific culture, they were either strong or weak and externally or internally oriented, but strong and externally directed gave more advantages. The strength of the culture may be understood as the dominance of meanings, values that are shared by the most members with the minimal number of subcultures appear, while external orientation is the measure of flexibility of the organization. Evidently, university organizational culture can be examined from various perspectives, but the current study will be focused on the model of Quinn and Cameron (1999) Competitive Values Framework (CVF) as the cluster of organizational research.

According to CVF there are four types of culture that are dominated by certain values, the combination of types can be illustrated by the organizational culture profile. The types are:

- Clan culture with values of family-like relations with sharing common attitudes and orientation to the cooperative activities.

- Market culture is dominated by the values of competitive advantage and success, rather individualistic culture.

- Adhocracy culture is characterized by values of innovation and creativity to provide the superiority.

- Bureaucracy (Hierarchy) culture dominated by values of formal rules, procedures and hierarchy support in the communication styles.

The model was applied in a great variety of studies, dedicated to the companies and educational organizations culture. The CVF is a model describing the way relations are constructed and things are done in the university, then there are particular features and results that such relations may bring. Smart's (1996) empirical study was constructed to estimate organizational effectiveness in relations with culture types. The author noted, the Clan type as being most performed among western traditional colleges and universities, that type strongly correlated with effectiveness. On the other hand, the Bureaucracy type as opposed to the Clan type was poorly associated with effectiveness, no dimension strongly correlated to that type, though, the bureaucratic way of organization was considered as a traditional system for most universities. As for the other types, it was defined that Market culture with an orientation to the best result and achievements, as well as Adhocracy type dominated by the values of creativity and research, were strongly associated with the career development of students. Another crucial characteristic of the university is the academic performance of students as the educational effectiveness of the organization. In some cases, academic performance can be strongly associated with Market (competitive) culture type and Adhocracy (creativity and innovation-oriented) (Kцse and Korkmaz, 2019). That could be explained that culture characteristics dominated in university culture profile match the particular components of academically successful performance, as research and science are the part of the Adhocratic type, then these activities are mostly performed by the staff, providing better performance measures.

It should be noted that as positive as negative implications may appear with the certain type emphasis, especially when the gap between shared dominant values and organizational culture artefacts is significant. Hence, the organizational effectiveness is getting lower.

Actually, organization's successful performance is also result of the adaptation to the changing environment. The demand for the transformation of the traditional universities was specified by Clark (2001). The new type of universities with unique culture should appear as the consequence of new economy and technology creation. So-called “entrepreneur universities” perform effective and became sustainable organizations. Notably, these universities created their own way to generate income via specific activities like research for business or additional education on a commercial base. The result of a new form of educational organization as challenging as adaptive at the same time, because of the new structure and culture appear. More than that, such non-classical university definitely gets the autonomy in the decision-making process to some extent, that, of course, contribute the ability to adapt and transform in the changeable situation. Also, this is the way to support the collegial aspect of the culture that demands for some autonomy (Sporn, 1996). This strategy was defined by Clark as beneficial for society from a long-term perspective. That note is supported by the finding of the positive relationship between university performance and organizational learning among private universities of great autonomy. While universities are learning how to react to the new challenges, they are getting innovative and able to achieve. However, private organizations resemble `entrepreneur university' in most of the aspects, like aoutonomy, self-generated financial support (Pudjiarti, 2018). But the change is not happening fast. Organizations which decide to direct their activities to certain target, like decision to create `academic enterprise' (Powell, Harloe & Goldsmith, 2001) are to set the foundation of cultural changes: provide as inner empowerment of academic related issues and values of science, knowledge and education, as external orientation for business partnership searching. The path to the goal may be time-consuming and consists of a lot of steps, but still promises to gain success (Crespo, 2019).

Organizational culture of the university is stated to be a significant and valuable part, but the university poses other features, that can be expressed sharper in the transformation process. As organization changes, the core of it cannot vanish, it is a root and can be explained by the concept of organizational identity. According to Stensaker (2015), organizational identity defined as a unique set of historical, environmental characteristics, which in relations with organizational culture, and important for the understanding of various processes take place in the organization. The true values can be found in the organizational identity construction and later appear in the culture. All in all, university organizational culture contains features of the true identity, appeared as the result of history, mission and strategy. The organizational outcomes are in linkage to the culture performed. These allow treating organizational culture as the variable to manipulate in order to gain the strategic goals.

3. Employee Identification and commitment in the university settings

If modern universities demonstrate the type of entrepreneurship-oriented organization, then the way relations between students and the organization will change. As Smart (1996) noted that collegial and family resembling character of relations was typical for most of universities and organizations, now this is something of other kinds. Entrepreneur university is oriented toward market and clients, consequently, the relationships resemble that kind of between customers and company. From this perspective educational process may be viewed as service and the aim is to attract as many clients as possible through an appropriate marketing campaign. Interestingly, customer (students) satisfaction of the learning process may be predicted by the more values shared between educational programme and students (Ledden, Kalafatis & Samouel, 2007). Ledden and colleagues research corresponds to the Clark ideas of a new type of education, that can be performed by earlier traditional universities and become the new source of income. However, the relations of students and university can be observed from a different perspective. The strong mutual influence that students have to the organization and university has to its students suggests that the stakeholder approach can be applied to this kind of relations (Soriano et al., 2012). Actually, these relations are formatted on the basis of mutual benefits, and interaction is created on the negotiations between actors (Scott & Lane, 2000). Then the organizational identity arises from the interaction, that is the result of learning and socialization into the organization system, the identity is the way to feel loyalty toward organization and get incorporated in it (Ashforth & Mael, 1989). The perception of self as organization part is crucial for positive intentions. It is important to note that organizational identity creates the basis for the understanding of the organization's members, what is the image they have for others (Puusa & Kekдle, 2015), these questions make the link between the organization, relations with its members and then culture formation happen. Relations that appear between organization and individuals is another significant aspect of the organizational process, that allows constructing the social structure and system of the observed entity. For example, certain kinds of behaviour may contribute to the identification process of the potential students, taking into account the fact that identification is getting even more expressed over time (Wilkins & Huisman, 2013). Another fact is that that students' similarity to the university identity has occurred to be a strong predictor for the identification formation, consequently, the easily identifiable image can bring a great number of useful implications for the university or even result in supportive behaviour (Kim, Chang & Jae Ko, 2010).

Sometimes, finding on the nature of relations may become significant signals for defining problematic aspects of the existing culture and practices occurring. Controversial nature of the organization aspects may be reflected by the unconscious attitudes, that are not easy to observe or verbalize by individuals themselves.

Considering members of the organization, the concepts of identification and commitment are to describe the linkages of this kind. These two terms exist like different approaches in the understanding of the link that appear between an individual and the organization itself, while identification is associated with association of an individual with organization, the commitment suggest the perception of self and organization to be separated but still in some kind of relations (van Knippenberg & Sleebos, 2006). It is stated that identification could be understood as the state, the process or reaction, or degree, this is not an absolute value and maybe put in several forms (Kreiner & Ashforth, 2004). The authors of the expanded model introduced the four types of identification, namely: identification (commonly shared values and positive attitudes); ambivalent (some aspects are liked, but other rejected); neutral (no positive as no negative attitudes are demonstrated) and disidentification (rejection of all the organizational aspects with negative attitudes demonstration). Each type presents a certain level of trust and interest demonstrated by the individual. The measure of identification level can be easily put in the customer relations approach, while examining the educational process and universities as organization with specific features.

Commitment is treated as the concept that includes the identification, that measure provided by Porter (1974) consists of three aspects: shared values, desire to provide actions for the organization needs and desire to remain in it. By this token, identification is a non-reported state, it is something that is mostly observed than verbalized by the individual itself, when commitment is understood by the expressed willingness to act and stay for certain reasons. Placing commitment in the context of the university, the new insights may be got from observing the students behavioural strategies, while deciding to commit. The behavioural strategies of full-time university students may be matched with commitment profiles (e.g. full commitment or non-commitment) (McNally & Irving, 2010). Commitment is observed as a beneficial characteristic for the university, which may serve as recruitment channel and status supporting mechanism via good relations performed by commitment. Those, students with positive emotional attachment were less prone to leave the university in comparison to the students, demonstrated rather an obligatory type of behaviour, while the turnover was the highest among the fully uncommitted students with no interest to the process. Even more, identification is related to students' satisfaction, but commitment allows to observe that students choose positive actions in terms of organization, namely it is linked to the achievements. Though the commitment is formatted when the identification is set (Wilkins et al., 2016)

Both commitment and identification are essential to the organizational process occurring in the university. Additionally, it is evident that organizational culture, university and organizational identity are the complex systems that function with particular patterns. These patterns are not just accident, but rather objective nature facts that can be observed in various organizations. However, these relations may appear at different levels and be mediated by various factors, as sharing common values or demonstrate attraction to the university identity, which is rather complex phenomena.

Contemporary approaches to the organizational analysis and its applications

Organizational processes today definitely cannot occur outside the virtual reality, which even leads to the formation of new cultures that may embody that innovations (Bergquist & Pawlak, 2007). Websites, databases, social media are getting the reach source of the information of what is going on in the organization. This text or image data are considered to become the new approach and method of organizational studies that may provide the understanding of issues related to behaviour of its members. Considering the content analysis of organizational artefacts, the text mining approach is one of the ways to answer various research questions (Kobayashi et al., 2018). Analysis of the mission, strategy statements as the part of the organization positioning and image may become the rich source for the cultural studies as image being the organizational culture “parent” to be crucial for the study of organizational system and process of it. Documents as organizational artefacts can be treated as valuable source of empirical data, that data posess such important features as `unobtrusive' and `nonreactive', which allows to get the more trusted and objective results from their examination (Bowen, 2009). Organizational artefacts can be found anywhere. According to the signalling theory suggested that website contained the cues to define the nature of the organization (Braddy et al., 2006). The evaluation of the comments given by the participants allowed researchers to prove the idea that website was an effective transmitter of the organizational culture aspects. Another effective way to study the organization is the analysis of the mission and statements related to the image of the university. It may be used as `organizational instrument' of management and provide information that at the same time distinguish universities on the competitive base to express the uniqueness, but still contain the features which are common for the universities as institutions over time (Kosmьtzky & Krьcken, 2015). Moreover, this instrument is the way to appeal to the organizational identity of the university, constructed on the basis of historical background and environmental issues that appear in the transformation period (Stensaker, 2015). That may be treated as the ground for successful strategy and appropriate representation. The positioning is especially important, when universities are getting oriented to the particular audience, becoming competitors on the market of educational services, as this is the most prospect strategy of survival and adaptation, while becoming the entrepreneur universities (Clark, 2001). Notably, the image of the university and its brand contribute to the perception of the organization and as a result may help to shape the relationships of student-university type of the desired and profitable kind. Furthermore, there is a term of brand capital that can be introduced by four major elements: “brand awareness, brand image, perceived quality and brand loyalty” (Casanoves-Boix, 2017). Positive attitudes toward brand may provide the involvement of the students and result in the beneficial behavioural activities, which lead to the loyalty to the university brand and organization as a whole.

In fact, the demand for organizational studies comes from the need to bring new features, transform and adapt in the changing environment. Consequently, organizational culture may be considered not only as of the organization's element, but the instrument that leads to the desired goals (Bendak, Shikhli & Abdel-Razek, 2020). One of the solutions of the innovativeness problem is the change of the organizational culture, which is responsible for the information exchange, transmission and application, that contains information on a great variety of things happening in the organization (Љkerlavaj et al., 2010). While existing culture is always the combination of various elements, the culture change should lead to the support of effectiveness, creativity and orientation in the changing environment. By the same token, Felizzola Cruz and Anzola Morales (2017) also argued that innovativeness is stored by particular features of organizational culture, hence, that aspects should be strengthen.

Overall, organizational culture cues appear in various sources that an organization may have. These artefacts are perceived by members and then can be either accepted or rejected. Their attitudes are resulted in different behavioural strategies to be beneficial or undesirable for the organization. The culture change may result in the adaptation according to the environmental change, making organizations more flexible toward unpredictable conditions, especially in the situation of the big number of actors. That is true not only for companies, but modern universities shifted toward entrepreneur type are also under these `rules of the game'. And this is their choice to gain success due to the appropriately constructed strategy. The understanding of the nature of the organizational processes and its wise usage will be the key factor of success. As university provides certain culture that may be either preferred and excepted by its members (namely, students) that lead to the creation of the good-structured entity with mutual benefits: as students share common values with organization the higher sense of being involved in the organization activities and even more committed to it, that makes organization effective in actions and successful in terms of promotion to support the new lifecycles.

4. Research method

The methodological issues described in the literature review suggest the usage of different methods for the university organizational culture study: a survey of bachelor students and content analysis of the self-report documents from the university website. Such approach is motivated by the facts that organizational analysis at the time of volumes of data to be processed and reflect the artefacts that can be detected in the new environments of the virtual reality. Especially, considering that physical space is not the only source to get the picture of the organizational processes and aspects like organizational culture or behavioural patterns of the members. Such artefacts as reports and documentation can become a valuable source for the organization's image construction. Nevertheless, it is obvious that the complexity of organizational processes and phenomena can be fully described and understood due to the combination of several methodologies. While positioning and image can be constructed by content analysis from the self-examination documents provided by the organization from the year of 2013 to 2018, the relations and attitudes demand for quantitative survey approach to measuring the level of identification and commitment. Indeed, all the mentioned methods complement each other in the aim to look through the organization system from various viewpoints and answer the research questions of the study:

(1) What is the organizational culture profile constructed on the basis of students perceptions in the HSE Saint-Petersburg?

(2) What can culture type traces be captured in HSE self-report documents from 2013 - 2018? (3) What is the commitment level toward the university demonstrated by students?

5. Research design and data analysis procedures

The current research is designed as the combination of the questionnaire for organizational culture profile construction and textual analysis of the university self-report documents.

Survey data

The questionnaire of three parts, applying the following methodologies measured on the 7-point Likert scale (1 - strongly disagree to 7 - strongly agree) was constructed:

Part I - organizational identification questionnaire: Kreiner and Ashforth expanded model of four types of identification (ambivalent, neutral, disidentifaction and positive identification). Threre are 24 statements about the HSE Saint-Petersburg to be evaluated.

Part II - organizational culture assessment instrument (OCAI) methodology of Quinn & Cameron (1999) for evaluation of 6 characteristics of four culture types (Market, Clan, Adhocracy and Hierarchy) for current organizational culture type and preferred ones (the 7-point sacale was converted to 100-point for more accurate results).

Part III - organizational commitment questionnaire (OCQ) designed by Porter (1979) consists of 15 statements on individual' relations with organization.
The survey questionnaire is constructed by using “Google forms” service. The questionnaire spread via popular social network site.

The current research as noted above is the result of the continuation of the previous study on the linkage of the university organizational culture with the level of identification of students and more precise examination of the culture type to be expressed implications (Pomyalova & Volkova, 2020). From the previous research, the total number of undergraduate students to fill the form was 118 respondents. The sample distribution according to Schools (the structural organization of the university) Saint-Petersburg School of Economics and Management (37), Saint-Petersburg School of Social Sciences and Area Studies (35), School of Law (28), which and HSE School of Arts and Humanities (11), St. Petersburg School of Physics, Mathematics, and Computer Science (6). There were 43% and 41% of the second- and the third-year students in the sample, respectively. Such results may be explained the life-long cycle of bachelor student in the university. Students of the 1st year are not that included in the most of the process, they are not fully socialized in the observed environment, while 4th year students are not included yet due to the focus on the final examinations, paper and decision- making over future educational or career trajectory. At the same time, students of the 2nd and the 3rd year of study have learnt most of the organizational culture and practices and more often demonstrate additional extra-curriculum activities.

As the second wave of the survey, the total number of responses planned to be gained is 248. The survey took place among 2nd year and the 3rd year students. The stated number of students in the sample is considered to be sufficient due to the facts that internet-based surveys have the response rate of no more than 10 - 15% (Benfield & Szlemko, 2006) and the specific of the provided measurements; the overall number of students in Saint-Petersburg campus of Higher School of Economics to be 2243 The published on the webpage rating were not found for the educational programme “Design” according to the official statistical data documents in 2019-2020.

The survey results allowed to measure the type of identification, level of commitment, values for organizational culture types for current state and preferred ones. Demographic characteristics, such as age and gender, were collected. The statistical analyses were performed via R-Studio. To define the data distribution Shapiro-Wilk normality test was applied, and Levene test for homogeneity of variance. Also, Student T-test for the paired samples was used to compare the repeated measures. Moreover, ANOVA test for the variance analysis for groups of students (according to School and gender) was applied to provide the comparison, and Kruskal-Wallis rank test was applied for non-normally distributed results. The relations appeared between variables were detected by the correlations, applying Spearman coefficient to estimate possible non-linear relations in the data. Finally, the regression model was built to predict the commitment of the students toward the university.

Text-based analysis

Textual analysis of the self-examination documents of the university is the approach that allows capturing `emerging reality' of the processes take place in the organization. The literary perspective provides the insights of the linguistic forms may help to construct the image and the culture of the organization; hence, texts are getting organization's artefacts representation, which may even provide the way of transformation and change has occurred (O'Connor, 1995).

For content analysis, textual data from the reports on self-examination posted on the HSE website official documents page was used to count the occurrence of key words associated with types of culture from the Competitive Values Framework. There are various approaches to provide an automatic content analysis, among such approaches is the dictionary method that aimed to search for certain categories (Grimmer & Stewart, 2013), that is applied for the text data examination in the current work by searching for variety of nouns and adjectives.

The key word choice is the result of the nouns and adjectives occurrence counting of the book chapter “Diagnosing and changing organizational culture: based on the competing values framework” (Cameron & Quinn, 2006) dedicated to the description of each type of the culture according to CVF. The same procedure was applied for the Russian version of the book (Cameron & Quinn, 2001) by matching the most-occurred terms in English with those that appeared in the Russian text. It is assumed that the correspondence procedure to be valid due to the fact that the texts had the same grammar structure, hence, the bilingual parallel matching could be used (Kaji et al., 1992). That step was provided to define the organizational context for the textual analysis. The practices, descriptions and concepts appeared in the book written by the CVF model authors serve as the basis and define the variety of words were to define each of four types of organizational culture (Leitch & Palmer, 2010). To provide the key words translation from English to Russian the matching of texts was applied, hence the automated method of translation was used. The text placement of the most occurred English words was defined. Then, search of the Russian equivalents of the same position in the text was made, hence, the Russian version of the term was captured. Occurrence of the Russian and English key words in the texts were the same, which results in the fact that the matching was effective (Table 5). Then, the Russian key words for each type were searched in the results of the nouns and adjectives counting provided for each report from 2013 to 2018.

The report's text was examined through the R algorithm from udpipe package that gave the statistics on each part of speech. The choice of nouns and adjectives for the analysis was motivated by the attempt to define the trace of the culture type that mostly described by the static linguistic forms as nouns and adjectives rather than the processes to be articulated by verb and verbal construction. As the statics was not able to group the same root words, the following grouping was made and the occurrence was summed up. The key Russian terms for cultures were counted in the reports by the total match of the words in the reports. Again, the occurrence of the same rooted terms was camullated and they were treated as separate lexical items, which increase the culture type expression.

The applied analysis was oriented toward the description characteristics of the organization that may appear in the self-reports. The issues of the HSE University as the particular organization with its own linguistic style and local contextual meanings were not taken into account. The reports are assumed to be written in the official style that reduces the probability of specific concepts appearance. Also, the meaning to be assigned to the terms occurred from the book source. The variation of terms over time would be observed by the key words total occurrence change as the possible illustration of the organization transformation with new culture to be created.

Finally, the scale measures are assumed to be valid due to the results from Cronbach alpha coefficient applied. For commitment scale of 15 items, it was б = .88. For identification scales of 24 items, the б = .9 and б = .83 for OCAI scales was got. The values for Cronbach alpha make it possible to conclude that scales are reliable and allow to measure the variables appropriately. Overall, the methodologies that were chosen for the current study allow to answer the research questions of the study and get the full picture of the relations that appear between organization members and the university.

Sample

The previous wave of the survey conducted among HSE Saint-Petersburg bachelor's degree students was aimed to cover the representatives of all Schools as the parts of the organization structure and students of each year of study. The total number of students studying in the university and the respondents sent the completed questionnaires had been spread via the popular social networking site VK.com. To get the answers the representatives of the different programmes and years of study were chosen to share the form among their groupmates. All in all, 118 answers were received completed (1 person for each programme and year of study). organizational culture commitment

During the second wave, the sampling strategy was changed slightly to take into account some patterns appeared at the previous stage. It was noticed that most answers were received by the 2nd and the 3rd year students and the idea of direct sending to each respondent appeared. While sampling, we assumed the overall number of the 2nd and 3rd-year students in 2019-2020 and the ratings published on the webpage of each bachelor programme, hence, the 2243 students from 10 bachelor educational programmes became the general population. The sufficient number of students in the final sample should be about 112-320 respondents from the general population, considering data as the mixture of categorical and continuous variables (Kotrlik & Higgins, 2001). As the forms were spread in social networking, where not all students could be found. The probability of being in the sample was not defined, consequently, 20 random available profiles were chosen from each year of study and programme, and 400 surveys were spread, then 130 completed forms were got with a response rate of 32,5%.

The summary for the overall sample of 248 respondents is given in Table 1. The repeated filling of the forms was a low chance to occur, but still, it was taken into consideration.

Table 2 Number of students of HSE St. Petersburg Schools in the research sample

Students from School of Physics, Mathematics, and Computer Science were excluded for analysis as the number of them in the sample is not sufficient.

All in all, there are 50% of second year students and 42% of third year students in the sample. The distribution of males and females is 33% and 67% respectively, the age is from 19 to 21 years old. The description is given below.

Table 3 Students' distribution in the sample according to the year of study and gender

Data analysis and results

The data analysis was based on the following variables: respondents' age and gender, identification measures (positive identification, disidentification, ambivalent and neutral identification types), mean values for OCAI culture types for current and preferred state and the mean values for commitment. The descriptive statistics are shown in Table 3.

Table 4 Descriptive statistics for the variables

6. The comparison of organizational cultures

Figure 1 Organizational culture profile for HSE Saint-Petersburg

First things first, the study is oriented toward the cultural profile construction, based on the students' perception. The idea to compare students of different Schools arose from the fact that students are located in different corpuses of the university, each one is associated with the school that constitutes the organizational structure. That was rather evident way to cluster students. Additionally, the physical environment can become a contributional factor and includes organizational culture artefacts that vary in different settings (Yablonskene, 2006). The organizational culture profiles for the HSE Saint-Petersburg (Figure 1) and its Schools used for comparison are given in Appendix 1-5.

The profile given on Figure 1 suggests that there is a shift toward the Market and Adhocracy culture in the current state, while students are prone to desire the Clan type to become stronger. To provide the estimation of the values for current and preferred states , paired T-test was applied, that showed statistically significant differences for current Clan (M = 24.46, SD = 7.75) and preferred Clan culture value (M = 30.7, SD = 9.86), the test shows (t(241) = 10.92, p < .05) that there are significant differences in the mean values with the tendency of Clan culture to be expressed more. Another significant difference (t(239) = 10.027, p < .05) was reported for current Market value (M = 28.47, SD = 6.39) and preferred one (M = 23.07, SD = 5.61). It can be concluded that students would rather prefer to Market culture to be less strong. Moreover, the value for Adhocracy is rather high value (M = 26.35, SD = 5.13), hierarchy type is not expressed significantly (M = 20.72, SD = 6.36), the preferred values do not differ from current ones according to the insignificant T-test.

Going further, the results of Kruskal-Wallis rank sum test conducted for non-normally distributed data for culture measurements showed that there were differences among students of different schools. The differences were found for current and preferred values. The current profile for School of Law suggests the most differences in comparison to others. On Figure 4 it is seen that the Clan culture is the weakest, while the strong shift to the Market type is determined. The Kruskal-Wallis test (ч2 (3, N = 242) = 32.346, p = <.05) for current Clan culture, provided with the conclusions of School of Law differed from all others, such as the differences occurred for school of Economics and Management and School of Social Science and Area Studies (p-value < 0.5).

For Adhocracy culture, the differences were not defined according to test. As for the Market culture type, the results of test (ч2 (3, N = 242) = 12.462, p = <.05) suggested that the differences occurred between School of Law with School of Economics and Management and school of Social Science and Area Studies. By the same token, the estimation of differences for mean values of current Hierarchy culture (ч2 (3, N = 242) = 12.268, p = <.05) provided that there were the differences in the perception for students of School of Social Sciences and Area Studies with other schools, that value appeared to be lowest among others (M = 18.53, SD = 6.29).

Taking into consideration the preferred culture type, the variations were also detected for Clan and Hierarchy culture according to The Kruskal-Wallis test. For Clan culture (ч2 (3, N = 242) = 9.2282, p = <.05) of current and preferred states the variation appeared between School of Social Sciences and Area Studies (M = 32.62, SD = 10.16) with School of Arts and Humanities as School of Economics and Management, suggesting that students of School of Social Sciences and Area Studies preferred the Clan to be even more expressed, the value is the highest among others. For the Hierarchy culture the pattern was the same (ч2 (3, N = 242) = 9.1638, p = <.05): School of Social Sciences and Area Studies (M = 18.32, SD = 7.06) differed from School of Arts and Humanities, School of Economics and Management, the preferred value appeared to be the lowest for that groups.

From all these, the conclusions are the following: 1) Students rather prefer the Clan culture to become stronger and the Market ones to be less emphasized, while the shift toward this type is observed; 2) There are the differences in the perception occurred for students of different schools, the most dissimilar profile has been got for School of Law with significant gap between current and preferred Clan aspect and the Market aspect to be the strongest, while School of Social Science and Aria Science demonstrates the strongest Clan aspect with less expressed Hierarchy; 3) The assumption of variety between Schools was proved.

The results for organizational identification and commitment toward the university

Identification as the type of relations appears between organization and its members. To define which type of the relations the students of HSE in Saint-Petersburg are prone to demonstrate, One-Way ANOVA was applied. The test conducted showed that students of different schools were prone to demonstrate the same type of identification. The T-Test results for mean values of each of four types of identification was significant (p < 0.05) provided with the conclusion that most students demonstrated positive (M = 3.94, SD = 1.23) or neutral identification (M = 3.28, SD = 1.28), as the values of these measures were the highest.

In the current study, it was assumed that commitment could be treated as a broader concept for the relations of type student-university. Unlike identification, those relations are understood by the person, he or she is able to evaluate whether attitudes positive or negative, while the type of identification can be unclear and unconscious. Hence, the linkage of identification and commitment should be tested. For this purpose, the correlation matrix of Pearson's criteria was used for identification types, commitment, age and mean values for culture types for current state. The results are in the table of Appendix 5.

From the table strong positive relations appear between: ambivalent identification and deidentification r(248) = .73, commitment and identification r(248) = .47. The negative linkage is found for: Clan and Market culture r(248) = -.78, Adhocracy and Hierarchy r(248) = -.74, also, for positive identification and neutral identification r(248) = -.60. The results for positive identification with neutral type suggests that we may observe two groups of students: those, who are prone to positive relations type and those, who are neutral and these groups are not interrelated due to the way variables are related to each other.

At the next step, the regression model for commitment was run. Actually, Kruskal-Wallis test with insignificant p-value suggested that commitment has no relations to the respondent gender or school belonging. However, variances are not equal for disidentification and respondents' gender. There are statistically significant results for disidentification according to gender (ч2 (3, N = 242) = 9.4828, p = <.05). The disidentification estimation appeared to be higher for males than females. From these findings, several regression models were constructed.

The first model for commitment included four predictors, which were chosen according to the backward method of excluding the variables' effect to be insignificant for the predicted values. Consequently, regression model consisted of identification, disidentification, Clan culture for current and preferred states occurred to be statistically significant (R^2 = .229, F(4, 237) = 18.9, p < .05).

The most significant effect appeared for identification (в = 2.73, p < .05), as did Clan culture (в = .03, p < .05). Though, the estimated value for preferred Clan culture gave the negative relation (в = -.02, p < .05), more than that, deidentification appeared to be positively related predictor for commitment (в = .97, p < .05).

The regression equation for commitment is not clearly interpreted, hence, the regressions were built for disidentification (related with gender) and identification. Interestingly, disidentification was predicted by gender (Male) (в = .47, p < .05), current value of Clan (в = -.003, p < .05) and Hierarchy culture (в = .004, p < .05), the model was statistically significant (R^2 = .12, F(3, 170) = 8.5, p < .05). It can be interpreted as disidentification is that higher for males and in the situation of Clan culture to be less emphasized with strong Hierarchy. By the same token, the model statistics for identification (R^2 = .09, F(2, 171) = 9.75, p < .05) showed that strong Clan aspect (в = .004, p < .05) and gender (Male) (в = .-57, p < .05) predicted identification, males are not prone to demonstrate the identification, whole Clan culture is the positively associated with identification formation.