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Academic Culture in the Petri Dish Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy Marilyn Strathern. ed. (London: Routledge, 2000)

AbstractThis work contributes to a wider range of research, the main objective of which is to investigate models of thought and behaviour that result from belonging to a given academic culture. The academic culture that will be examined is that within the university system, and this research will look at how this culture can take different forms. According to (Bourdieu, 1984), university professors hold an institutionalised form of cultural capital that places them in a dominant position within a field of power. The university system is immersed in a specific culture, and it expresses a given culture and understanding this culture will allow one to understand the system itself (Anolli, 2014). Cultural models are the result of a process ofsignification, which is understood as the ability of a group or community to elaborate a shared symbolic dimension around an object or symbol at a given historical moment. The cultural models that underlie the professional context orient social and organizational behaviour, which contributes to the construction, on a symbolic level, of identity.

The purpose of the article is to analyse the significance of academic culture for higher education institutions in Ukraine and to substantiate the strategic trends of its development. The research methodology used in the course of scientific research is based on an interdisciplinary approach and includes general scientific methods of systematisation and analysis of the issue under study, which allowed specifying and substantiating strategic approaches to the development of academic culture in the university community. The objectives of the scientific research necessitated the use of an analytical approach, which helped to outline the advantages and disadvantages of the process of introducing academic culture in higher education institutions. The scientific novelty lies in the disclosure of the essence and significance of academic culture in higher education institutions of Ukraine; scientific substantiation of the strategic trends of academic culture policy in the context of motivation and incentives. Conclusions. The development of the academic culture space requires the improvement of a series of factors in the system of higher education institutions: from identifying and proving cases of dishonesty to the use of appropriate tools as methods of punishment. These issues are reflected in the majority of national papers and publications on academic integrity. In order to introduce a high level of academic culture in the university community, the following steps should be taken: to have a clear, effective, and transparent system to support a high level of academic culture in an educational institution; to focus on the capabilities of students rather than on prohibitions, metaphorical restrictions, and intimidation; to synthesise academic culture and learning space through the holistic structure of any educational component.
Key words: higher education institution, academic culture, academic integrity, academic values, student community, system of motivation and incentives.

Intro -- Contents -- List of Illustrations -- List of Abbreviations -- Preface -- Introduction: The Exchange University -- 1 The Academic Capitalist Knowledge/Learning Regime -- 2 Academic Culture and the Research-Intensive University: The Impact of Commercialism and Scientism -- 3 The New Production of Researchers -- 4 Public Policy in Ontario Higher Education: From Frost to Harris -- 5 How Fares Equity in an Era of Academic Capitalism? The Role of Contingent Faculty -- 6 Reclaiming Our Centre: Toward a Robust Defence of Academic Autonomy -- 7 "Gender at Work" in Teacher Education: History, Society, and Global Reform -- 8 The Political Economy of Legal Scholarship: A Case Study of the University of British Columbia Law School -- 9 Keeping the Commons in Academic Culture: Protecting the Knowledge Commons from the Enclosure of the Knowledge Economy -- Conclusion -- List of Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.

Given today's complex societal challenges, academia should work better with government, industry and others in offering innovative solutions that benefit our society, economy and environment. Researchers across disciplines must work together and with decision-makers to understand how science can have better on-The-ground impacts toward longer-Term, resilient societal outcomes. This includes, for example, by working with end-users in problem formation and throughout research projects to ensure decision-making needs are being met, and by linking physical science to additional fields like economics, risk communication or psychology. However, persistent barriers to collaborating across disciplines and with external decision-makers remain. Despite decades of studies highlighting the need for interdisciplinary research and science for decision-making, academic institutions are still not structured to facilitate or reward such collaboration. A group of researchers and educators used a mixed-methods approach to consider the knowledge base on interdisciplinary research and evidence-based policymaking, as well as their own experiences, and formed targeted and actionable recommendations that can help academia overcome these barriers. Their recommendations, specifically targeted to administrators, institutional leads, individual researchers, and research funders, align to three categories: define the role of academia in linking to policy; incorporate nontraditional standards in evaluating success; and build trust while drawing the line between knowledge dissemination and activism. By implementing the following recommendations, academics can foster the culture change that is needed to promote interdisciplinarity, strengthen the impact of their work and help society address urgent and multi-faceted problems.

Given today's complex societal challenges, academia should work better with government, industry and others in offering innovative solutions that benefit our society, economy and environment. Researchers across disciplines must work together and with decision-makers to understand how science can have better on-The-ground impacts toward longer-Term, resilient societal outcomes. This includes, for example, by working with end-users in problem formation and throughout research projects to ensure decision-making needs are being met, and by linking physical science to additional fields like economics, risk communication or psychology. However, persistent barriers to collaborating across disciplines and with external decision-makers remain. Despite decades of studies highlighting the need for interdisciplinary research and science for decision-making, academic institutions are still not structured to facilitate or reward such collaboration. A group of researchers and educators used a mixed-methods approach to consider the knowledge base on interdisciplinary research and evidence-based policymaking, as well as their own experiences, and formed targeted and actionable recommendations that can help academia overcome these barriers. Their recommendations, specifically targeted to administrators, institutional leads, individual researchers, and research funders, align to three categories: define the role of academia in linking to policy; incorporate nontraditional standards in evaluating success; and build trust while drawing the line between knowledge dissemination and activism. By implementing the following recommendations, academics can foster the culture change that is needed to promote interdisciplinarity, strengthen the impact of their work and help society address urgent and multi-faceted problems.

Abstract
In what senses can the academy be said to be a site of culture? Does that very idea bear much weight today? Perhaps the negative proposition has more substance, namely that the academy is no longer (if indeed it ever was) a place of culture. After all, we live in dark times-of unbridled power, tyranny, domination and manipulation. Some say that we have entered an age of the posthuman or even the inhuman. It just may be, however, that in such a world, the academic community is needed more than ever for it offers a culture of justified revelation. It is a culture that reveals the world to us in new ways, but in ways that are attested and contested; its judgements emerge out of a critical and unworldly pedantry. With some hesitancy, we can legitimately therefore speak of not just a culture of the academic community but, indeed, the culture of the academic community.