SciELO - Scientific Electronic Library Online

vol.16 número2Condiciones del desarrollo institucional en los centros escolares de ChilePropiedades psicométricas de la escala de cómputo para el EXANI-II índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados




Links relacionados

  • No hay artículos similaresSimilares en SciELO


Revista electrónica de investigación educativa

versión On-line ISSN 1607-4041


VIEIRA, Flavia et al. Representations of Academic Life: Institutional and Personal Values. REDIE [online]. 2014, vol.16, n.2, pp.52-67. ISSN 1607-4041.

The way academics construct professional identities and operate in a complex profession that is under pressure depends on how they position themselves in relation to institutional cultures. In order to investigate faculty representations of academic life, a survey case study (questionnaire and interviews) focusing on potential dissonance between institutional and personal values was conducted at the University of Minho (Braga-Portugal), a research-teaching university. Dissonance was found related to teaching, research, working climate, relationships and leadership, suggesting a person-organization misfit. Dissatisfaction arising from values incongruence co-exists with efforts for self-fulfilment as academics struggle to preserve their identity while realizing that institutional priorities may run counter to their ideals. Acknowledging dissonance as a vital element within a culture of respect for diversity would foster the negotiation of understandings about what the academic community is and might be. Institution-specific inquiry into academic experience should not only be expanded but also become part of the strategic (re)definition of institutional development policies.

Palabras llave : Representations; academic life; values; dissonance.

        · resumen en Español     · texto en Inglés     · Inglés ( pdf )


Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons