University education and the culture of social participation in Bulgaria
Bibliographic record
Abstract
This research explores the unconscious processes that occurred on organizational as well as on individual level in an academic institution in Bulgaria when the task for liberalization of higher education system in the country has been set as university mission.Using a combination of action research and psycho-social methods this study focuses mainly on the implementation of four practical interventions in organizational culture that tended to increase the opportunities for more democratic, cooperative and caring relationships between its members. It has been assumed that such kind of change a) will facilitate the process of students’ personal development as socially engaged citizens in opposition to the traditional public passivity and conformity; b) will stimulate staff engagement with its values and mission creating balance with the more individualistic entrepreneurial tendencies in the organization, and c) will encourage more appreciative and supportive student – teacher relationships that could challenge the traditional authoritarian style of education in the country.The analysis of the data is done in this study when exploring three types of relations in the organization: a) the horizontal relations of collaboration within the academic community; b) the powerful hierarchical relations between the formal roles in the organization; and c) the learning relations between teachers and students. The findings demonstrate how a) under the pressures for fast change of role identities and habits during the transition period and b) in the presence of ‘discredited public relations in the mind’ raised during the socialism culture of relationships is co-created by the members that marginalizes the efforts for collaboration, evokes totalitarian type of leadership and deprives the process of learning and change. Some opportunities for overcoming such dynamics are seen in what Lowrence suggests as ‘politics of revelation’ and in the creation of informal spaces for individual and group reflection and dialogue.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.006 | 0.008 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".