附录B 外文原文
Corporate Culture in Educational Institutions and Perceptions of Student Subculture
Elif Engin,Burcu Eker Akgoz
ABSTRACT
Corporate culture is based upon the communication of the basic values to members through symbols, acceptance of and sharing the values, beliefs and norms by the members. Formation of the corporate culture and acceptance of this culture by employees of the corporation have a vital importance to achieve the harmony inside the corporation and to achieve success.Schools as social organizations are an important part of the education system and they are also productive sub-systems. As a part of the system, schools also have their own cultures. This culture is not different from the corporate culture. Therefor, forming and maintaining a school culture is also important for maintaining the education system. Therefore, the goal of this study is to examine the perceptions of the students, as a sub-culture of the school culture, regarding the institution where they received their education and which they are a member of. By making a comparison of private universities and state universities, we tried to reveal corporate culture perceptions of the students from two different organizational structures and whether these are differentiated according to gender and the number of years they have been in these institutions.
Keywords: corporate culture, school culture, subculture
Ⅰ.Introduction
Corporate culture has an incontrovertible influence on corporations forming their corporate objectives and strategies, and on actualisation of these. While the studies conducted related to the corporate culture have accelerated in the last 30 years, it is being emphasized that there is a strong relation between cultural aspects and achievements of corporations. Corporate culture is based upon the communication of the basic values to members through symbols, acceptance of and sharing the values, beliefs and norms by the members. Formation of the corporate culture and acceptance of this culture by employees of the corporation have a vital importance to achieve the harmony inside the corporation and to achieve success.
Schools as social organizations are an important part of the education system and they are also productive sub- systems. Aiming to provide the students information, skills and habits within the frame of a particular program to achieve the objectives set in advance, schools as subsidiary systems make a major contribution to the information society. As a part of the system, schools also have their own cultures. This culture is not different from the corporate culture. Therefor, forming and maintaining a school culture is also important for maintaining the education system. The most important components of the school culture are students, teachers, instructors, civil servants, school administrators and parents. With the participation of new individuals to schools that are social and dynamic organizationstogether with their people, the changes and technological developments happening outside can also affect the school culture. The corporate culture at schools is shaped by the behaviours and assumptions of school members. Another factor that defines and is influential in the formation of the schoolcultureis the norms. They form their own cultural identities by adding the values that they produce themselves on top of the values and norms they receive from the society, and by differentiating themselves from the other organizations.corporate culture consists of sub-cultures that interact with each other. The more values and attitudes of the sub-cultures match up with each other, the more integrated the corporate culture will be. The perceptions of the students, teachers, instructors, civil servants, school administrators and parents, all of whom are an important part of the culture, regarding the institution also have a great significance.
Therefore, the goal of this study is to examine the perceptions of the students, as a sub-culture of the school culture, regarding the institution where they received their education and which they are a member of. By making a comparison of private universities and state universities, we tried to reveal corporate culture perceptions of the students from two different corporatestructures and whether these are differentiated according to gender and the number of years they have been in these institutions.
Ⅱ.Literature Review
Culture is defined broadly to encompass shared characteristics and/or behaviour within a group context that serves to maintain the identity of the group. Schein suggests that culture is the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic rsquo;taken-for-grantedrsquo; fashion an organizationrsquo;s view of itself and its environment. Culture is socially constructed set of actions, ideas and objects that people share as a member of an enduring, communicatively interacting social group. Culture is conceptualized in terms of meanings or understandings. It is the extent to which a group of individuals engage in overt and verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, and predicting how individuals within the group act in specific setting conditions.
Corporations are micro societies. They share the same challenge to foster cooperation and
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附录A 译文
教育机构企业文化与学生亚文化认知
摘 要
企业文化是通过符号向成员传达基本价值观，接受和分享成员的价值观、信仰和规范。企业文化的形成和企业员工对企业文化的接受，对于实现企业内部的和谐与成功至关重要，学校作为社会组织是教育体系的重要组成部分，也是生产性的子系统。作为制度的一部分，学校也有自己的文化。这种文化与企业文化没有什么不同。因此，形成和维护学校文化对于维护教育体系也很重要。因此，本研究的目的是探讨学生对学校文化的一种亚文化的看法，即他们接受教育的机构和他们所属的机构。通过对私立大学和公立大学的比较，我们试图揭示两种不同组织结构的学生对企业文化的看法，以及他们是否根据性别和在这两个组织中的年数加以区分。
zhāi摘 yagrave;o要 ： qǐ企 yegrave;业 weacute;n文 huagrave;化 shigrave;是 tōng通 guograve;过 fuacute;符 hagrave;o号 xiagrave;ng向 cheacute;ng成 yuaacute;n员 chuaacute;n传 daacute;达 jī基 běn本 jiagrave;价 zhiacute;值 guān观 ， jiē接 shograve;u受 heacute;和 fēn分 xiǎng享 cheacute;ng成 yuaacute;n员 de的 jiagrave;价 zhiacute;值 guān观 、 xigrave;n信 yǎng仰 heacute;和 guī规 fagrave;n范 。 qǐ企 yegrave;业 weacute;n文 huagrave;化 de的 xiacute;ng形 cheacute;ng成 heacute;和 qǐ企 yegrave;业 yuaacute;n员 gōng工 duigrave;对 qǐ企 yegrave;业 weacute;n文 huagrave;化 de的 jiē接 shograve;u受 ， duigrave;对 yuacute;于 shiacute;实 xiagrave;n现 qǐ企 yegrave;业 negrave;i内 bugrave;部 de的 heacute;和 xieacute;谐 yǔ与 cheacute;ng成 gōng功 zhigrave;至 guān关 zhograve;ng重 yagrave;o要 ， xueacute;学 xiagrave;o校 zuograve;作 weacute;i为 shegrave;社 huigrave;会 zǔ组 zhī织 shigrave;是 jiagrave;o教 yugrave;育 tǐ体 xigrave;系 de的 zhograve;ng重 yagrave;o要 zǔ组 cheacute;ng成 bugrave;部 fen分 ， yě也 shigrave;是 shēng生 chǎn产 xigrave;ng性 de的 zǐ子 xigrave;系 tǒng统 。 zuograve;作 weacute;i为 zhigrave;制 dugrave;度 de的 yī一 bugrave;部 fen分 ， xueacute;学 xiagrave;o校 yě也 yǒu有 zigrave;自 jǐ己 de的 weacute;n文 huagrave;化 。 zhegrave;这 zhǒng种 weacute;n文 huagrave;化 yǔ与 qǐ企 yegrave;业 weacute;n文 huagrave;化 meacute;i没 yǒu有 sheacute;n什 me么 bugrave;不 toacute;ng同 。 yīn因 cǐ此 ， xiacute;ng形 cheacute;ng成 heacute;和 weacute;i维 hugrave;护 xueacute;学 xiagrave;o校 weacute;n文 huagrave;化 duigrave;对 yuacute;于 weacute;i维 hugrave;护 jiagrave;o教 yugrave;育 tǐ体 xigrave;系 yě也 hěn很 zhograve;ng重 yagrave;o要 。 yīn因 cǐ此 ， běn本 yaacute;n研 jiū究 de的 mugrave;目 digrave;的 shigrave;是 tagrave;n探 tǎo讨 xueacute;学 sheng生 duigrave;对 xueacute;学 xiagrave;o校 weacute;n文 huagrave;化 de的 yī一 zhǒng种 yagrave;亚 weacute;n文 huagrave;化 de的 kagrave;n看 fǎ法 ， jiacute;即 tā他 men们 jiē接 shograve;u受 jiagrave;o教 yugrave;育 de的 jī机 gograve;u构 heacute;和 tā他 men们 suǒ所 shǔ属 de的 jī机 gograve;u构 。 tōng通 guograve;过 duigrave;对 sī私 ligrave;立 dagrave;大 xueacute;学 heacute;和 gōng公 ligrave;立 dagrave;大 xueacute;学 de的 bǐ比 jiagrave;o较 ， wǒ我 men们 shigrave;试 tuacute;图 jiē揭 shigrave;示 liǎng两 zhǒng种 bugrave;不 toacute;ng同 zǔ组 zhī织 jieacute;结 gograve;u构 de的 xueacute;学 sheng生 duigrave;对 qǐ企 yegrave;业 weacute;n文 huagrave;化 de的 kagrave;n看 fǎ法 ， yǐ以 jiacute;及 tā他 men们 shigrave;是 fǒu否 gēn根 jugrave;据 xigrave;ng性 bieacute;别 heacute;和 zagrave;i在 zhegrave;这 liǎng两 gegrave;个 zǔ组 zhī织 zhōng中 de的 niaacute;n年 shugrave;数 jiā加 yǐ以 qū区 fēn分 。
Keywords: corporate culture, school culture, subculture
关键词：企业文化、学校文化、亚文化
一、引言 yī一 、 yǐn引 yaacute;n言 Corporate culture has an incontrovertible influence on corporations forming their corporate objectives and
企业文化对企业目标的形成以及这些策略的实现有着不可辩驳的影响。在过去的30年中，有关企业文化的研究加速进行的同时，人们强调，企业文化方面与企业成就之间存在着密切的关系。企业文化是以员工通过符号向员工传达基本价值观为基础，员工接受并分享价值观、信仰和规范。企业文化的形成和企业员工对企业文化的接受，对于实现企业内部的和谐与成功具有重要意义。
学校作为社会组织是教育体系的重要组成部分，也是生产性的子系统。学校作为信息社会的附属系统，旨在为学生提供特定课程框架内的信息、技能和习惯，以实现预先设定的目标。作为制度的一部分，学校也有自己的文化。这种文化与企业文化没有什么不同。因此，形成和维护学校文化对于维护教育体系也很重要。学校文化最重要的组成部分是学生、教师、教员、公务员、学校管理人员和家长。随着社会和动态组织的新个人加入学校，与他们的人在一起，校外发生的变化和技术发展也会影响学校文化。学校的企业文化是由学校成员的行为和假设形成的。另一个定义和影响学校文化形成的因素是规范。他们通过在从社会获得的价值观和规范的基础上增加自己创造的价值观，并将自己与其他组织区分开来，形成自己的文化身份。企业文化由相互作用的亚文化组成。亚文化的价值观和态度越相互匹配，企业文化的整合度就越高。学生、教师、教员、公务员、学校管理人员和家长对学校的认识，都是文化的重要组成部分，对学校也具有重要意义。
因此，本研究的目的是探讨学生对学校文化的一种亚文化的看法，即他们接受教育的机构和他们所属的机构，通过对私立大学和州立大学的比较，我们试图揭示来自两个不同的社团组织的学生对企业文化的认知，以及他们是否根据性别和在这些机构工作的年限而有所不同。xueacute;学 xiagrave;o校 zuograve;作 weacute;i为 shegrave;社 huigrave;会 zǔ组 zhī织 shigrave;是 jiagrave;o教 yugrave;育 tǐ体 xigrave;系 de的 zhograve;ng重 yagrave;o要 zǔ组 cheacute;ng成 bugrave;部 fen分 ， yě也 shigrave;是 shēng生 chǎn产 xigrave;ng性 de的 zǐ子 xigrave;系 tǒng统 。 xueacute;学 xiagrave;o校 zuograve;作 weacute;i为 xigrave;n信 xī息 shegrave;社 huigrave;会 de的 fugrave;附 shǔ属 xigrave;系 tǒng统 ， zhǐ旨 zagrave;i在 weacute;i为 xueacute;学 sheng生 tiacute;提 gōng供 tegrave;特 digrave;ng定 kegrave;课 cheacute;ng<!-- 剩余内容已隐藏，支付完成后下载完整资料
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