CONVERGENCES AND DIVERGENCES IN INSTITUTIONAL IDENTITY FACTORS OF TEACHERS/RESEARCHERS AND STUDENTS’ PERCEPTIONS FROM A PUBLIC RESEARCH CENTER
DOI:
https://doi.org/10.56219/investigacinypostgrado.v40i1.3801Keywords:
institutional identity, public research center, teacher, researcher, graduate studentsAbstract
The study investigated institutional identity’s perception among teachers and students at a Public Research Centre in Mexico, from 2019 to 2022. Utilizing Social Identity Theory, research explored how individuals categorized themselves within the institution and how this influenced their sense of belonging and productivity. Through a quantitative analysis from 151 teachers and 146 students, the study uncovered both shared perceptions, such as satisfaction, loyalty, and prestige, and distinct views, also understanding of institutional vision. Key factors identified for teachers included Brand, Commitment and Knowledge, and Vision and Opportunity Areas, while students emphasized Commitment to Regional Development. Despite challenges in data collection due to the pandemic and in sampling, findings revealed a strong connection and satisfaction with PRC among both groups. However, teachers exhibited a more critical stance on the opportunity areas compared to students. Study recommended regular evaluations of institutional identity to enhance community engagement and academic productivity.
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