Восприятие академической культуры вуза студентами без исследовательской подготовки: анализ неосознанных норм

Elena V. Tikhonova

doi:10.52575/2712-7451-2025-44-2-286-301

Authors

Elena V. Tikhonova Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation,

DOI:

https://doi.org/10.52575/2712-7451-2025-44-2-286-301

Keywords:

academic culture, institutional context, academic socialization, academic integrity, student agency, academic environment, normative cognition

Abstract

Academic culture plays a central role in shaping both educational and research identities. However, in educational trajectories that do not involve research training, students’ perceptions of academic culture remain understudied. The lack of explicit articulation of academic norms within the curriculum may lead to their unconscious internalization or misinterpretation. Purpose: To explore how undergraduate students in non-research-oriented degree programs perceive academic culture and its structural components. The goal is to assess the extent to which academic identity is formed and to identify which aspects of academic socialization require institutional reinforcement. The empirical basis of the study consists of 100 semi-structured interviews conducted with students from four Russian universities. The sample includes students enrolled in programs that do not offer academic writing or research methodology courses. The data were analyzed using thematic coding and an “awareness index” reflecting the degree of recognition of key academic culture components: academic integrity, academic writing, student agency, the academic environment, and general conceptualizations of academic norms. The findings indicate that academic culture is predominantly perceived by students as a set of formalized rules and institutional requirements. Among the components of academic culture, only academic writing was frequently interpreted as a meaningful element related to the thoughtful production and structuring of knowledge. The least recognized components were those associated with student agency and the characteristics of the academic environment. The results highlight the need for systematically integrating academic socialization into the curricula of non-research-oriented programs. Without intentional pedagogical mediation, academic culture remains an unarticulated norm for students (one that is weakly connected to the content of learning and to professional development).

Author Biography

Elena V. Tikhonova, Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation,

Candidate of Historical Sciences, Associate Professor of the Department of English Language No. 5, Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation,
Moscow, Russia

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