مقاله انگلیسی چالش های سازگاری با فرهنگ سازمانی
Abstract
Keywords
Literature review
Methods
Findings
Discussion
Conclusion
CRediT authorship contribution statement
Declaration of competing interest
References
ABSTRACT
Many universities in Japan have expanded their international faculty as part of their internationalization efforts. However, little is known about how the reform-driven expansion has influenced organizational culture and leadership practices. The present narrative case study aims to offer insights into international faculty members’ personal accounts of their adaptation challenges and proposes ways to enhance their integration. Narrative interviews were held with eight international English teachers from a non-English department of a Japanese university. The interview questions were informed by Burke and Litwin’s (1992) Casual Model of Organizational Performance and Change (see Fig. 1). Creswell and Creswell’s (2013) six-step method was used for the qualitative data analysis. The findings suggested the hierarchical organizational culture remained uninfluenced despite the faculty expansion. This was attributed to uncertainty avoidance to maintain harmony and ensure a smooth operation. Therefore, leadership practices were also focused on standardization of teaching and course design through micromanagement practices. The participant accounts indicated that exclusive leadership along with the existing hierarchy resulted in isolation. However, the feeling of isolation was perceived both positively and negatively. Finally, through the participants’ self-reflection, lack of linguistic and intercultural competency appeared to be a hindrance to their integration. Thus, it may be necessary to focus on inclusive leadership and intercultural competence building to accomplish mutuality for the successful integration of international faculty members and create new avenues for the leadership to harness diversity. In the face of the rapidly changing global economic environment, the increasing need to integrate geographically dispersed knowledge in organizations has become a pressing need (Kitagawa & Oba, 2010). These global trends have also impacted the way higher education institutions operate. Universities from around the world have ramped up their internationalization efforts (Bowles & Murphy, 2020; Soler, 2019; Wahlers, 2018). In 2014, the Japanese Ministry of Education, Sports, Science, and Technology also announced its internationalization reform plans in response to the changing global trends. One of the objectives of the reforms was to emphasize English communication through English Medium Instruction (EMI) programs across Japanese universities (Ota, 2018). Following the 2014 reforms, universities have focused on expanding their international faculty as part of their internationalization efforts to remain globally competitive. The internationalization of the working environment has brought new challenges as faculty and personnel are forced to manage differences and unpredictability in increasingly diverse work and classroom environments (Egitim, 2021b).