¿Qué sabemos de la cultura académica? Revisión del concepto en la literatura en educación superior

Pedraja-Rejas, Liliana; Rodríguez-Ponce, Emilio; Labraña, Julio

doi:10.1590/S1678-4634202248240831port

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ARTÍCULOS • Educ. Pesqui. 48 • 2022 • https://doi.org/10.1590/S1678-4634202248240831port copiar

¿Qué sabemos de la cultura académica? Revisión del concepto en la literatura en educación superior¹ 1 - Los autores agradecen a la Agencia Nacional de Investigación y Desarrollo de Chile (ANID) por el patrocinio recibido a través del Proyecto Fondecyt 1170960 titulado: “La calidad en las instituciones de educación superior: la influencia de los estilos de liderazgo y la cultura”.

Autoría SCIMAGO INSTITUTIONS RANKINGS

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La idea de cultura académica tiene una amplia tradición en los estudios en educación superior. Sin embargo, existen pocos estudios actuales sobre este concepto. Este artículo tiene por objetivo revisar el uso del concepto de cultura académica en la literatura especializada en educación superior a partir de una revisión bibliográfica, fundamentada por técnicas bibliométricas, de los estudios sobre este tema en los últimos veinte años, prestando especial atención al estado del arte en el contexto latinoamericano. Los resultados muestran que si bien existe una utilización creciente del concepto, esta no ha ido vinculada a una definición clara ni a la consolidación de un campo de estudios específico. En particular, existen cuatro líneas de investigación sobre cultura académica: el impacto de los cambios en la economía política en los valores tradicionales de las instituciones de educación superior, los desafíos del intercambio internacional de estudiantes y académicos, el reconocimiento de los prejuicios implícitos a la cultura académica dominante, y la relación entre normas tácitas y procesos de reforma organizacional. Además se discute cómo el carácter fundamentalmente ateórico de los estudios en cultura académica refleja el estado de la investigación en educación superior, especialmente en el contexto latinoamericano.

Cultura académica; Educación superior; Universidades

Perspectivas de análisis sobre cultura académica	Definición	Artículos
Impacto de los cambios en la economía política	Investigaciones que abordan el impacto sobre la cultura, valores y expectativas de estudiantes y académicos de distintas transformaciones en la economía política de los sistemas de educación superior	Orr y Orr (2016)ORR, Yancey; ORR, Raymond. The death of Socrates: managerialism, metrics and bureaucratisation in universities. Australian Universities Review, Melbourne, v. 58, n. 2, p. 15-25, 2016.; Coleman (2010)COLEMAN, Nathaniel. The limits of professional architectural education. The International Journal of Art & Design Education, Hoboken, v. 29, n. 2, p. 200-212, 2010.; Ziman (2003)ZIMAN, John. Ciencia y sociedad civil. Isegoría, Madrid, n. 28, p. 5-17, 2003.; Tian y Lu (2017)TIAN, Mei; LU, Genshu. What price the building of world-class universities? Academic pressure faced by young lecturers at a research-centered University in China. Teaching in Higher Education, Abingdon, v. 22, n. 8, p. 957-974, 2017.; Liu y Metcalfe (2016)LIU, Huacong; METCALFE, Amy Scott. Internationalizing Chinese higher education: a glonacal analysis of local layers and conditions. Higher Education, New York, v. 71, n. 3, p. 399-413, 2016.; Rhoads y Hu (2012)RHOADS, Robert A.; HU, Juan. The internationalization of faculty life in China. Asia Pacific Journal of Education, Abingdon, v. 32, n. 3, p. 351-365, 2012.; Lai (2013)LAI, Manhong. The changing work life of academics: a comparative study of a renowned and a regional university in the Chinese Mainland. The Australian Educational Researcher, New York, v. 40, n. 1, p. 27-45, 2013.; Szelényi y Rhoads (2013)SZELÉNYI, Katalin; RHOADS, Robert. Academic culture and citizenship in transitional societies: case studies from China and Hungary. Higher Education, New York, v. 66, n. 4, p. 425-438, 2013.; Shin et al. (2015)SHIN, Jung Cheol et al. The ‘sandwich generation’ in Korean academe: between traditional academic authority and meritocratic culture. Studies in Higher Education, Abingdon, v. 40, n. 8, p. 1406-1422, 2015.; Chou y Chan (2016CHOU, Chuing Prudence; CHAN, Chi-Fong. Trends in publication in the race for world-class university: the case of Taiwan. Higher Education Policy, London, v. 29, n. 4, p. 431-449, 2016., 2017CHOU, Chuing Prudence; CHAN, Chi-Fong. Governance and academic culture in higher education: under the influence of the SSCI syndrome. Journal of International and Comparative Education, Kuala Lampur, v. 6, n. 2, p. 63-75, 2017.); Da Wan et al. (2015)DA WAN, Chang et al. Academic culture in Malaysia: sources of satisfaction and frustration. Asia Pacific Education Review, New York, v. 16, n. 4, p. 517-526, 2015.; Kuntz, Petrovic, Ginocchio (2012)KUNTZ, Aaron; PETROVIC, John; GINOCCHIO, Lou. A changing sense of place: a case study of academic culture and the built environment. Higher Education Policy, London, v. 25, n. 4, p. 433-451, 2012.; Nicol (2013)NICOL, Donna. Movement conservatism and the attack on ethnic studies. Race Ethnicity and Education, Abingdon, v. 16, n. 5, p. 653-672, 2013.; Boose y Hutchings (2016)BOOSE, David; HUTCHINGS, Pat. The scholarship of teaching and learning as a subversive activity. Teaching & Learning Inquiry, Calgary, v. 4, n. 1, 2016.; Schugurensky y Naidorf (2004)SCHUGURENSKY, Daniel; NAIDORF, Judith. Parceria universidade-empresa e mudanças na cultura acadêmica: análise comparativa dos casos da Argentina e do Canadá. Educação & Sociedade, Campinas, v. 25, n. 88, p. 997-1022, 2004.; Ribeiro y Leda (2016)RIBEIRO, Carla Vaz dos Santos; LEDA, Denise Bessa. O trabalho docente no enfrentamento do gerencialismo nas universidades federais brasileiras: repercussões na subjetividade. Educação em Revista, Belo Horizonte, v. 32, n. 4, p. 97-117, 2016.
Desafíos del intercambio internacional de estudiantes y académicos	Investigaciones que examinan las dificultades que los estudiantes de programas de intercambio internacional enfrentan al cursar sus estudios	Ivanova (2019)IVANOVA, Rossitza. Using “where I’m from” poems to welcome international ESL students into U.S. academic culture. Tesol Journal, Hoboken, v. 10, n. 2, e00399, 2019.; Brown (2008)BROWN, Lorraine. The Incidence of study-related stress in international students in the initial stage of the international sojourn. Journal of Studies in International Education, Thousand Oaks, v. 12, n. 1, p. 5-28, 2008.; Tian y Lowe (2013)TIAN, Mei; LOWE, John. The role of feedback in cross-cultural learning: a case study of Chinese taught postgraduate students in a UK university. Assessment & Evaluation in Higher Education, Abingdon, v. 38, n. 5, p. 580-598, 2013.; Warner y Miller (2015)WARNER, Richard; MILLER, Julia. Cultural dimensions of feedback at an Australian university: a study of international students with English as an additional language. Higher Education Research & Development, Abingdon, v. 34, n. 2, p. 420-435, 2015.; Elliot y Kobayashi (2019)ELLIOT, Dely Lazarte; KOBAYASHI, Sofie. How can PhD supervisors play a role in bridging academic cultures? Teaching in Higher Education, Abingdon, v. 24, n. 8, p. 911-929, 2019.; Pastor cesteros y Pandor (2017)PASTOR CESTEROS, Susana; PANDOR, Jillian. El choque cultural académico del alumnado estadounidense en la universidad española. Revista de Lingüística Teórica y Aplicada, Concepción, v. 55, n. 2, p. 13-38, 2017.; Elliot et al. (2016)ELLIOT, Dely Lazarte et al. Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, Abingdon, v. 42, n. 6, p. 733-748, 2016.; Jiang et al. (2010)JIANG, Xiaoli et al. Becoming and being an academic: the perspectives of Chinese staff in two research-intensive UK universities. Studies in Higher Education, Abingdon, v. 35, n. 2, p. 155-170, 2010.; Yang (2020)YANG, Rui. Benefits and challenges of the international mobility of researchers: the Chinese experience. Globalisation, Societies and Education, Abingdon, v. 18, n. 1, p. 53-65, 2020.; Meng (2016)MENG, Hui. Developing pedagogies for the genuine internationalisation of Australian research education: Chinese intellectual knowledge as alternative resources. Australian Journal of Education, New York, v. 60, n. 3, p. 257-274, 2016.
Prejuicios implícitos en la cultura académica dominante	Investigaciones que analizan los efectos de la diversificación del alumnado de pregrado y posgrado en la cultura académica de las instituciones del sector	Mckay y Devlin (2014)MCKAY, Jade; DEVLIN, Marcia. ‘Uni has a different language … to the real world’: demystifying academic culture and discourse for students from low socioeconomic backgrounds. Higher Education Research & Development, Abingdon, v. 33, n. 5, p. 949-961, 2014.; Haggis (2003)HAGGIS, Tamsin. Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal, Abingdon, v. 29, n. 1, p. 89-104, 2003.; Habel y Whitman (2016)HABEL, Chad; WHITMAN, Kirsty. Opening spaces of academic culture: doors of perception; heaven and hell. Higher Education Research & Development, Abingdon, v. 35, n. 1, p. 71-83, 2016.; Read; Archer; Leathwood (2003)READ, Barbara; ARCHER, Louise; LEATHWOOD, Carole. Challenging cultures? Student conceptions of ‘belonging’ and ‘isolation’ at a post-1992 university. Studies in Higher Education, Abingdon, v. 28, n. 3, p. 261-277, 2003.; Solem y Schlemper (2009)SOLEM, Michael; LEE, Jenny; SCHLEMPER, Beth. ‘Departmental climate and student experiences in graduate geography programs’: research for enhancing departmanets anda graduate education. Research in Higher Education, Abingdon, v. 50, n. 3, p. 268-292, 2009.; Shacham y Od-cohen (2009)SHACHAM, Miri; OD‐COHEN, Yehudit. Rethinking PhD learning incorporating communities of practice. Innovations in Education and Teaching International, Abigdon, v. 46, n. 3, p. 279-292, 2009.; Bhowmik y Kim (2018)BHOWMIK, Subrata; KIM, Marcia. Preparing diverse learners for university: a strategy for teaching EAP students. Tesol Journal, Hoboken, v. 9, n. 3, p. 498-524, 2018.; Roxå; Mårtensson; Alveteg (2011)ROXÅ, Torgny; MÅRTENSSON, Katarina; ALVETEG, Mattias. Understanding and influencing teaching and learning cultures at university: a network approach. Higher Education, New York, v. 62, n. 1, p. 99-111, 2011.; Cotter y Clukey (2019)COTTER, Karen; Clukey, Lory. “Sink or swim”: an ethnographic study of nurse educators in academic culture. Nursing Education Perspectives, New York, v. 40, n. 3, p. 139-143, 2019.; Xu (2008); Read y Kehm (2016)READ, Barbara; KEHM, Barbara. Women as leaders of higher education institutions: a British–German comparison. Studies in Higher Education, Abingdon, v. 41, n. 5, p. 815-827, 2016.; Grant (2010)GRANT, Barbara. The limits of ‘teaching and learning’: indigenous students and doctoral supervision. Teaching in Higher Education, Abingdon, v. 15, n. 5, p. 505-517, 2010.; Skakni (2018)SKAKNI, Isabelle. Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education, Abingdon, v. 23, n. 8, p. 927-944, 2018.; Jiménez Mora; Moreno Bayardo; Ortiz Lefort (2011)JIMÉNEZ MORA, José Margarito; MORENO BAYARDO, María Guadalupe; ORTIZ LEFORT, Verónica. Culturas de los estudiantes de investigación en programas de doctorado en educación: reflejos de un campo en definición. Rmie, Ciudad de México, v. 16, n. 50, p. 919-933, 2011.; Falk et al. (2019)FALK, Lena Ljungkrona et al. Doctoral students’ perceived working environment, obstacles and opportunities at a Swedish medical faculty: a qualitative study. BMC Medical Education, London, v. 19, n. 1, p. 1-9, 2019.; Hemmati y Mahdie (2020)HEMMATI, Reza; MAHDIE, Arefeh. Iranian PhD students’ experiences of their learning environment and scholarly condition: a grounded theory study. Studies in Higher Education, Abingdon, v. 45, n. 1, p. 187-208, 2020.; Mendoza (2008)MENDOZA, Pilar. Socialization to the academic culture: a framework of inquiry. Revista de Estudios Sociales, Bogotá, v. 31, p. 104-117, 2008.; Torres-Olave (2011)TORRES-OLAVE, Blanca Minerva. “There is a world out there”: spatial imagination, agency, and academic culture in a Mexican university program. Comparative Education Review, Amherst, v. 55, n. 1, p. 30-55, 2011.;Castro Daza; Niño Gutiérrez (2014)CASTRO DAZA, Diana de; NIÑO GUTIÉRREZ, Rosa María. Tendencias sobre las prácticas de lectura y escritura en la universidad colombiana: el punto de vista de los estudiantes. Revista Diversitas, Bogotá, v. 10, n. 1, p. 71-85, 2014.; Rodríguez et al. (2013)RODRÍGUEZ, Alfonso et al. Lectura, escritura y calidad en la universidad colombiana. Zona Próxima, Barranquilla, v. 18, p. 2-17, 2013.; Passos (2015)PASSOS, Joana Célia dos. Relações raciais, cultura acadêmica e tensionamentos após ações afirmativas. Educação em Revista, Belo Horizonte, v. 31, n. 2, p. 155-182, 2015.; Böhm-Carrer y Lucero (2018)BÖHM-CARRER, Fabiana; LUCERO, Adrian Edgardo. La alfabetización universitaria y el contacto con las fuentes de información, claves para el aprendizaje en la universidad. Revista Electrónica Educare, Heredia, v. 22, n. 2, p. 1-27, 2018.; Fernández y Wainerman, (2015)FERNÁNDEZ, Lorena; WAINERMAN, Catalina. La dirección de tesis de doctorado: ¿una práctica pedagógica? Perfiles Educativos, Ciudad de México, v. 37, n. 148, p. 156-171, 2015.
Procesos de cambio organizacional	Investigaciones sobre procesos de reforma interna en las instituciones de educación superior y cómo estos alteran los valores que orientan las acciones de estudiantes, académicos y administradores	Feldman y Desrochers (2004)FELDMAN, Maryann; DESROCHERS, Pierre. Truth for its own sake: academic culture and technology transfer at Johns Hopkins University. Minerva, New York, v. 42, p. 105-126, 2004.; Bystydzienski (2017)BYSTYDZIENSKI, Jill et al. The leadership role of college deans and department chairs in academic culture change. Studies in Higher Education, Abingdon, v. 42, n. 12, p. 2301-2315, 2017.; Shin y Lee (2015)SHIN, Jung Cheol; LEE, Soo Jeung. Evolution of research universities as a national research system in Korea: accomplishments and challenges. Higher Education, New York, v. 70, n. 2, p. 187-202, 2015.; Mustafa et al. (2018)MUSTAFA, Khurram et al. Understanding barriers for research involvement among paediatric trainees: a mixed methods study. BMC Medical Education, London, v. 18, n. 1, p. 1-8, 2018.; Cuesta et al. (2016)CUESTA, Marta et al. Using Facebook as a co-learning community in higher education. Learning, Media and Technology, Abingdon, v. 41, n. 1, p. 55-72, 2016.; Yang (2015)YANG, Rui. Reassessing China’s higher education development: a focus on academic culture. Asia Pacific Education Review, New York, v. 16, n. 4, p. 527-535, 2015.; Xu y Rees (2016)XU, Jingjing; REES, Terri. Distance learning course design expectations in China and the United Kingdom. American Journal of Distance Education, Abingdon, v. 30, n. 4, p. 250-263, 2016.; Bertram Gallant (2007)BERTRAM Gallant, Tricia. The complexity of integrity culture change: a case study of a liberal arts college. The Review of Higher Education, Baltimore, v. 30, n. 4, p. 391-411, 2007.; Kezar, Bertram Gallant; Lester (2011)KEZAR, Adrianna; BERTRAM GALLANT, Tricia; LESTER, Jaime. Everyday people making a difference on college campuses: the tempered grassroots leadership tactics of faculty and staff. Studies in Higher Education, Abingdon, v. 36, n. 2, p. 129-151, 2011.; Eddy; Hart (2012)EDDY, Pamela; HART, Jeni. Faculty in the hinterlands: cultural anticipation and cultural reality. Higher Education, New York, v. 63, n. 6, p. 751-769, 2012.; Harris (2011)HARRIS, Genevieve. Teacher educators under surveillance at a religious university. Teachers and Teaching, Abingdon, v. 17, n. 5, p. 545-558, 2011.; Harman (2002)HARMAN, Kay. Merging divergent campus cultures into coherent educational communities: Challenges for higher education leaders. Higher Education, New York, v. 44, p. 91-114, 2002.; Chilvers et al. (2018)CHILVERS, Louise et al. The reality of ‘middle’ management roles: a case study of the Associate Head of School experience in a New Zealand University. Journal of Higher Education Policy and Management, Abgingdon, v. 40, n. 5, p. 430-441, 2018.; Gizir y Simsek (2005)GIZIR, Sidika; SIMSEK, Hasan. Communication in an academic context. Higher Education, New York, v. 50, n. 2, p. 197-221, 2005.; Álvarez Rojo et al. (2008)ÁLVAREZ ROJO, Victor et al. Aproximación a la cultura de un centro universitario. Revista de Educación, Madrid, v. 346, p. 139-166, 2008.; Basir et al. (2017)BASIR, Siti Arni et al. The influence of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. Journal of Higher Education Policy and Management, Abingdon, v. 39, n. 3, p. 320-340, 2017.; Risk et al. (2012)RISK, Nadya et al. Epistemological beliefs in science: an exploratory study of Lebanese university students’ epistemologies. International Journal of Science and Mathematics Education, Dordrecht, v. 10, p. 473-496, 2012.; Landoni (2008)LANDONI, Pablo. Isomorfismo y calidad: Redefiniendo los espacios públicos y privados en la educación superior uruguaya. Revista Uruguaya de Ciencia Política, Montevideo, v. 17, n. 1, p. 183-202, 2008.; Albornoz y Jiménez (2008)ALBORNOZ, Orlando; JIMÉNEZ, Elsi. Ciencia y desarrollo: evolución de la cultura y comunidad académica en Venezuela durante el gobierno de la revolución bolivariana socialista. Revista Facultad de Ciencias Económicas, Bogotá, v. 16, n. 1, p. 233-267, 2008.; Calderón Hernández y Jiménez Zapata (2018)CALDERÓN HERNÁNDEZ, Gregorio; Jiménez Zapata, Yudy Andrea. Factores culturales que inciden en la creación de spin-off universitarias: un estudio en una universidad pública colombiana. Estudios Gerenciales, Cali, p. 320-335, 2018.; Gómez Silva y Da Silva Bezerra (2018)GÓMEZ SILVA, Lebiam Tamar; BEZERRA, Irinalda da Silva. Hibridações da cultura acadêmica com a cibercultura: análise das práticas acadêmicas no ambiente virtual de aprendizagem Moodle. Educação em Revista, Belo Horizonte, v. 34, n. 3, p. 1-27, 2018.; Dorantes y Aguilar (2019)DORANTES Y AGUILAR, Gerardo. La práctica de producir y difundir contenidos académicos en, por y para la red entre los académicos de la Universidad Nacional Autónoma de México. Revista Mexicana de Ciencias Políticas y Sociales, Ciudad de México, v. 64, n. 236, p. 355-382, 2019.; Araújo (2019)ARAÚJO, Marta Maria de. As cidadelas das pesquisas de história da educação no Brasil. Revista Brasileira de História da Educação, Maringá, v. 19, p. 1-18, 2019.; Carli (2013)CARLI, Sandra. El viaje de conocimiento en las humanidades y las ciencias sociales: un estudio de caso sobre profesores universitarios en la Argentina durante la segunda mitad del siglo XX. Historia de la Educación Anuario, Buenos Aires, v. 14, n. 2, p. 1-38, 2013.

Artículo	Referencia
Basir et al. (2017)BASIR, Siti Arni et al. The influence of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. Journal of Higher Education Policy and Management, Abingdon, v. 39, n. 3, p. 320-340, 2017.	a pattern of shared basic assumptions that was learned by a group as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think and feel in relation to those problems (SHEIN, 2003, p. 5).
Xu y Rees (2016)XU, Jingjing; REES, Terri. Distance learning course design expectations in China and the United Kingdom. American Journal of Distance Education, Abingdon, v. 30, n. 4, p. 250-263, 2016.	As defined by Cortazzi and Jin (1996), academic culture is “the systems of beliefs, expectations and cultural practices about how to perform academically” (p. 251).
Yang (2015)YANG, Rui. Reassessing China’s higher education development: a focus on academic culture. Asia Pacific Education Review, New York, v. 16, n. 4, p. 527-535, 2015.	Academic culture refers to the attitudes, beliefs and values held by academics in relation to all aspects of their work. A variety of highly related terms have also been used widely, such as “integrity,” “ethics,” “(mis)conducts” and even “corruption.” (p. 531).
McKay y Devlin (2014)MCKAY, Jade; DEVLIN, Marcia. ‘Uni has a different language … to the real world’: demystifying academic culture and discourse for students from low socioeconomic backgrounds. Higher Education Research & Development, Abingdon, v. 33, n. 5, p. 949-961, 2014.	Newcomers to university, particularly those from LSES backgrounds, often lack familiarity with the general context of HEIs. This unfamiliarity can apply to the curriculum, courses, tasks, assessments and other aspects with which students are confronted. Compounding this challenge is the ‘invisible pedagogy’ (BERNSTEIN, 1990), the implicit and unstated expectations of institutions, the specialist discourses (whether across subjects or disciplines), the ‘institutional habitus’ (BOURDIEU, 1990) and the overall academic culture that students unfamiliar with university can have no way of knowing or understanding without assistance (LAWRENCE, 2005, p. 952).
Szelényi y Rhoads (2013)SZELÉNYI, Katalin; RHOADS, Robert. Academic culture and citizenship in transitional societies: case studies from China and Hungary. Higher Education, New York, v. 66, n. 4, p. 425-438, 2013.	By “academic culture,” we refer to the norms, values, beliefs, and practices associated with the working lives of faculty members at higher education institutions (CLARK 1987a; TIERNEY; RHOADS 1993, p. 426).
Rhoads y Hu (2012)RHOADS, Robert A.; HU, Juan. The internationalization of faculty life in China. Asia Pacific Journal of Education, Abingdon, v. 32, n. 3, p. 351-365, 2012.	Academic culture intersects in important ways with the idea of organizations as cultures – meaning that organizations, like societies, often reveal unique patterns of behaviour, consistent with commonly accepted norms, values, and attitudes (p. 354).
Roxå, Mårtensson y Alveteg (2011)ROXÅ, Torgny; MÅRTENSSON, Katarina; ALVETEG, Mattias. Understanding and influencing teaching and learning cultures at university: a network approach. Higher Education, New York, v. 62, n. 1, p. 99-111, 2011.	In this text we will focus on culture as a process (ANCONA et al. 2009). This approach to culture focuses on the sense-making processes within a group. From this perspective culture is ‘a set of meanings, and values shared by a group of people’ (ALVESSON, 2002, p. 29). The shared norms, beliefs, values, and traditions of the group guide the sensemaking processes and produces behaviour and products somewhat different from those of other groups (p. 100).
Solem, Lee y Schlemper (2009)SOLEM, Michael; LEE, Jenny; SCHLEMPER, Beth. ‘Departmental climate and student experiences in graduate geography programs’: research for enhancing departmanets anda graduate education. Research in Higher Education, Abingdon, v. 50, n. 3, p. 268-292, 2009.	Part I of the survey was designed to collect demographic information from respondents, students’ career aspirations, and their reasons for pursuing a graduate degree. Part II of the survey asked respondents to describe their professional preparation by indicating the types of courses, training, and educational experiences they have had to date in their current graduate program. Part III of the survey asked respondents to answer 107 Likert-scale items, 96 of which were adapted from a study by Lee (2004, p. 273) exploring the values, assumptions, beliefs, and ideologies that faculty have about academic work and institutions. Although the Lee study provides many quantitative measures of academic culture and climate, it was restricted to college faculty and thus does not fully account for student perspectives.
Jiang et al. (2010)JIANG, Xiaoli et al. Becoming and being an academic: the perspectives of Chinese staff in two research-intensive UK universities. Studies in Higher Education, Abingdon, v. 35, n. 2, p. 155-170, 2010.	Drawing on the two fundamental definitions discussed above, for the purpose of our research, we define ‘academic acculturation’ as: The processes by which one becomes a part of a group (for example, institution, department, etc.) and integrates with its members, while possibly influencing the host group with one’s own life experience and academic expertise, with regard to academic practice such as teaching, research, administration, pastoral duties, supervision and management (p. 157).
Álvarez Rojo et al. (2008)ÁLVAREZ ROJO, Victor et al. Aproximación a la cultura de un centro universitario. Revista de Educación, Madrid, v. 346, p. 139-166, 2008.	Sintetizando los planteamientos de esta perspectiva, la cultura puede definirse como «el conjunto de creencias que se traducen en valores, símbolos, rituales y hábitos compartidos por los integrantes de la organización, los cuales determinan una identidad específica y diferencial, tanto cara a los propios miembros, como respecto del entorno en el cual la organización está inmersa» (AECA, 1997, p. 144).
Cotter y Clukey (2019)COTTER, Karen; Clukey, Lory. “Sink or swim”: an ethnographic study of nurse educators in academic culture. Nursing Education Perspectives, New York, v. 40, n. 3, p. 139-143, 2019.	Freedman (1979, p. 205) stated that faculty members are “conditioned, molded, and influenced—often without their awareness—by the institutions in which they serve”. The items within this enculturation include a “complex symbolic apparatus of myths, statutes, precedents, ways of talking and thinking, and even uniforms” (BRUNER, 1996, p. 29, p. 139).
Harman (2002)HARMAN, Kay. Merging divergent campus cultures into coherent educational communities: Challenges for higher education leaders. Higher Education, New York, v. 44, p. 91-114, 2002.	Academic culture can be interpreted as historically transmitted patterns of meaning expressed in symbolic form through the shared commitments, values and standards of behaviour peculiar to members of the profession, as well as the traditions, myths, rituals, language and other forms of expressive symbolism that encompass academic life and work (HARMAN, 1989a, p. 36, p. 97).
Böhm-Carrer y Lucero (2018)BÖHM-CARRER, Fabiana; LUCERO, Adrian Edgardo. La alfabetización universitaria y el contacto con las fuentes de información, claves para el aprendizaje en la universidad. Revista Electrónica Educare, Heredia, v. 22, n. 2, p. 1-27, 2018.	Así, es valioso partir del concepto de cultura académica, configurada, según Carlino (2009, p. 5), por las representaciones y las prácticas institucionales que con cierta continuidad temporal se vienen llevando a cabo en un espacio determinado, y alude a aquellos saberes y haceres propios de una particular comunidad académica.
Gómez Silva y da Silva Bezerra (2018)GÓMEZ SILVA, Lebiam Tamar; BEZERRA, Irinalda da Silva. Hibridações da cultura acadêmica com a cibercultura: análise das práticas acadêmicas no ambiente virtual de aprendizagem Moodle. Educação em Revista, Belo Horizonte, v. 34, n. 3, p. 1-27, 2018.	Fundamentando-nos na definição lato sensu de cultura de Bizzocchi (2003, p. 4), formulamos, por analogia, um conceito de cultura acadêmica para esta pesquisa como um conjunto complexo dos processos de produção, circulação e consumo de significados, realizados através das práticas acadêmicas e compartilhados por meio dos discursos pedagógicos nas instituições educativas.
Mendoza (2008)MENDOZA, Pilar. Socialization to the academic culture: a framework of inquiry. Revista de Estudios Sociales, Bogotá, v. 31, p. 104-117, 2008.	Culture in organizations is most commonly defined by the set of shared beliefs, values, and assumptions that guide behavior (p. 111).
Jiménez Mora, Moreno Bayardo y Ortiz Lefort (2011)JIMÉNEZ MORA, José Margarito; MORENO BAYARDO, María Guadalupe; ORTIZ LEFORT, Verónica. Culturas de los estudiantes de investigación en programas de doctorado en educación: reflejos de un campo en definición. Rmie, Ciudad de México, v. 16, n. 50, p. 919-933, 2011.	Desde una perspectiva que concibe a la cultura como contexto donde el comportamiento de las personas adquiere y aporta significado (GEERTZ,1973; BRUNER,1990), el propósito de este estudio ha sido acceder al conjunto de significados sobre la investigación y sobre la formación para la investigación que son interiorizados, construidos o reconstruidos por los actores (formadores, estudiantes, administradores) que intervienen en los programas de doctorado en Educación mencionados; como una vía para explorar lo que ocurre en estos espacios en las prácticas y los procesos de formación para la investigación (p. 921).
Schugurensky y Naidorf (2004)SCHUGURENSKY, Daniel; NAIDORF, Judith. Parceria universidade-empresa e mudanças na cultura acadêmica: análise comparativa dos casos da Argentina e do Canadá. Educação & Sociedade, Campinas, v. 25, n. 88, p. 997-1022, 2004.	Nesta análise, conceituamos a cultura acadêmica como os discursos, as representações, as motivações, as normas éticas, as concepções, as visões, e as práticas institucionais dos atores universitarios (p. 998).

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[1] Liliana Pedraja-Rejas es académica de la Universidad de Tarapacá. Doctora en ciencias de la educación por la Pontificia Universidad Católica de Chile. Sus líneas de investigación incluyen el liderazgo, la calidad y la cultura en las instituciones de educación superior.

Emilio Rodríguez-Ponce es académico de la Universidad de Tarapacá. Doctor en educación por la Universidad Autónoma de Barcelona. Sus líneas de investigación incluyen la gestión institucional, el liderazgo y la calidad en los procesos educativos.

Julio Labraña es académico de la Universidad de Tarapacá. Doctor en filosofía por la Universidad Witten/Herdecke, Alemania. Sus líneas de investigación incluyen la economía política de la educación superior, la cultura académica y la interdisciplina.