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DOI: https://doi.org/10.34069/AI/2022.55.07.19
How to Cite:
Goy, O., Razumova, O., Hornarm I., Chumaieva, Y., & Hoy, N. (2022). Research of students’ ideas about the actual and expected
image of university corporate culture. Amazonia Investiga, 11(55), 182-192. https://doi.org/10.34069/AI/2022.55.07.19
Research of students’ ideas about the actual and expected image of
university corporate culture
Дослідження уявлень студентів про реальний і очікуваний образи корпоративної
культури університету
Received: July 25, 2022 Accepted: August 27, 2022
Written by:
Oles Goy84
https://orcid.org/0000-0002-5571-8672
Оlena Razumova85
https://orcid.org/0000-0002-0819-9005
Irina Hornar86
https://orcid.org/0000-0002-2993-6262
Yuliia Chumaieva87
https://orcid.org/0000-0001-6145-9585
Nataliia Hoi88
https://orcid.org/0000-0001-7293-6527
Abstract
The purpose of the article is an empirical
research and theoretical substantiation of
students’ ideas about the actual and expected
image of university corporate culture. Materials
and research methods: valid psychodiagnostic
tools made it possible to determine the content-
related parameters of university corporate culture
relevantly and compare the studied images; a
correlation matrix was construct; reliability
coefficients for the obtained data were applied.
Results. Differences were identified in four types
of actual and expected images of corporate
culture: Closed (CT), Random (RT), Open (OT),
and Synchronous (ST). The author established
the prevalence of the closed type (CT) of the
actual image of university corporate culture (t= -
2.31; p<.05). An open type (OT) was recorded
(t=2.41; p<.05) as an expected image of
corporate culture. The interrelation between the
parameters of students’ social expectations and
the parameters of the types of the desired image
corporate culture was fixed. Conclusions.
84
Postgraduate Student of the Department of Management and Business Administration, Vasyl Stefanyk Precarpathian National
University, Ivano-Frankivsk, Ukraine.
85
PhD in Psychology, Senior Lecturer at the Department of Psychology, Horlivka Institute for Foreign Languages of the State Higher
Education Institution, Donbas State Pedagogical University, Dnipro, Ukraine.
86
Laureate of the Department of Pedagogy and Education Management, Volodymyr Vynnychenko Central Ukrainian State
Pedagogical University, Kropyvnytskyi, Ukraine.
87
PhD in Psychology, Odesa National Maritime University, Associate Professor of the Department of Practical Psychology, Odesa,
Ukraine.
88
Candidate of Economic Sciences (PhD), Associate Professor Department of Management and Business Administration, Vasyl
Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.
Goy, O., Razumova, O., Hornarm I., Chumaieva, Y., Hoy, N. / Volume 11 - Issue 55: 182-192 / July, 2022
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Students’ ideas about the actual and expected
images of university corporate culture are related
to the parameters of social expectations and
ascertain the self-regulatory readiness of
respondents for future professional activity.
Key words: organizational culture, higher
education institution, institutional affiliation,
educational space, professional identification.
Introduction
In today’s realities, a university is an integration
platform that produces the synergy of
educational and scientific activities. A university
is also endowed with powerful educational and
consolidating functions. A university plays a
crucial role in the formation of competencies
through training and practice and effectively
undertakes the mission of training through
research and social interaction. A university is
the basis of a new technological structure,
promotes the development of academic potential,
outlines the contours, sets the расе, and
determines the focus of innovative activity both
within the country and on a global scale.
At the same time, a university is a part of the
world culture, an indicator of people’s conduct
and public sentiment which can influence all
participants in public life extensively. A
university plays a crucial role in preserving
spiritual heritage and developing and multiplying
spiritual and cultural values.
It is recognized that despite such an important
role and significance in public life, a university is
the bearer of a unique and authentic activity
arrangement, namely, it has an original corporate
culture. The phenomenon of the corporate culture
of a higher education institution requires more
attention from the scientific community. Modern
science should focus on the conceptual
parameters of corporate culture, the determinants
of the formation and development of
organizational culture, the identification of
education actors with university organizational
culture, compare the actual and expected images
of university corporate culture and clarify their
differences. The above is far from a complete list
of urgent tasks amidst the problem under study.
The current research deals with one of the
mentioned tasks.
Hypothesis. 1. It is assumed that the study of
students’ ideas about the actual and expected
image of university corporate culture will have
scientific value, and its findings can be relevant
to the organizers of educational and scientific
processes and heads of higher education
institutions. 2. Respondents’ ideas about the
expected image of university corporate culture
have significant correlations with the content
parameters of social expectations that positively
affect their self-regulatory readiness for future
professional activity.
The research purpose is an empirical study and
theoretical substantiation of students’ ideas about
the actual and expected image of university
corporate culture.
Literature Review
Corporate culture is a unique educational and
scientific space that cultivates in subjects a sense
of belonging to institutional activities. It applies
not only to education and science but also to
production, trade, and services. The researcher
R. Nesmeianova (2018) found that advancing
corporate culture mobilizes solidarity with the
organizational mission and strategy. For most
employees, organizations that successfully
promote corporate culture become a social
sphere, a source of material well-being, and a
place where their professional capabilities and
competencies are actualized. In other words,
corporate culture makes an organization
multifunctional by solving some problems of an
employee. As a result, employees no longer
regard it only as a “place to earn money”
(Nesmeianova, 2018). H. Tovkanets (2011)
interprets the corporate culture of a higher
education institution as a set of social norms and
rules of conduct established within university
space between the participants of communication
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– subjects and objects of educational and
scientific activities. In addition, the researcher
compliments the above list with the culture of
interpersonal relations, namely, “the
actualization of “the spirit” of the higher
education institution: all subjects – from the
rector and managers to academic staff and
students – are well-aware of the institutional
mission, strategy, and tasks and make every
effort to implement them” (Tovkanets, 2011,
173).
The differences between students with high and
average status regarding satisfaction with the
organizational culture of a higher education
institution, which were identified by
V. Kalenchuk (2019), seem relevant to this
study. The author argues that students with
average status are more likely to enjoy activities
(educational and scientific); instead, they are less
focused on warm emotional relationships with
groupmates or other students. Such students have
low expectations about approval from their
colleagues. Respondents with high status tend to
be active, have pronounced critical thinking,
strive to take a leadership role, keep the situation
under control, are not afraid of taking
responsibility and additional duties, and have a
warm emotional relationship with the
environment. Despite the status differences,
students described the organizational culture of
the higher education institution under
consideration as closed, and an open type, in
which democratic relations prevail, is desirable
(Kalenchuk, 2019).
Researchers V. Moroz et al. (2014) conducted a
thorough theoretical analysis of the
manifestations of the corporate culture of a
higher education institution and generalized the
following: 1) corporate culture is based on
collective values, and the matter and form of its
manifestation are shared by a significant part of
the university community; 2) academic staff is
the major carrier and source of development and
formation of university corporate culture: it
adopts norms and rules of conduct and forms and
improves them in practice; 3) university
corporate culture institutionalizes established
norms and rules of conduct within the institute of
culture and institutional formation; 4) the
corporate culture of each particular higher
education institution should be considered from
the perspective of the subculture of a specific
social group, since several models of subcultures
can take place at once; in other words, faculties
have their norms, values, and rules of conduct
within one university; 5) corporate culture is the
object of the university head’s influence on the
quality and efficiency of the organizational
structure. In certain circumstances, university
corporate culture has organizational-legal and
marketing mechanisms for managing a higher
education institution (Moroz et al., 2014). We are
increasingly noticing university brand, logos, and
other corporate attributes. They are designed and
developed for capitalizing an intangible asset to
increase its value.
As we touch upon the issue of the university’s
corporate culture model, it is advisable to
mention the study by V. Kubko (2014). Thus, the
author covers the step sequence of designing
corporate culture. The first step is to assess the
existing culture and values. The next one is to
specify the mission and values of a higher
education institution. It is critical when
alignment goes from senior executives to
performers and vice versa: “top-down and down-
top” (Kubko, 2014). Students should be directly
involved in formulating the university’s mission
and strategic objectives. As a result, they
actualize their belonging and contribution to the
creation of university corporate culture. It is
expedient that the strategic tasks focus on
improving the competitiveness of the university
and its students, the quality of professional
training, and positive image creation (Kubko,
2014).
Nowadays, there are advanced requirements for
the interaction of universities with organizations
that hire their graduates. It drives universities to
transform into educational corporations. An
educational corporation is an innovative entity
that aims to solve a range of problems – from
obtaining a profession to mastering the conduct
rules and moral principles of employees,
reputation at the national and international levels,
and integration into a new cultural community
(Liu et al., 2019). Such challenges, in turn,
encourage researchers to seek progressive
technologies of organization and creation of
corporate culture, preserving traditions and
introducing innovations.
The expected image of the corporate culture of a
higher education institution is an integrated unit
that depends on social expectations and trends
(Popovych, 2007; 2014) and the expectations of
subjects and their regulatory capacity (Popovych,
2019). University corporate culture is associated
with professional identification (Blynova et al.,
2020c; Blynova & Kruglov, 2019; Popovych et
al., 2020a; Zaverukha et al., 2022) and labor
migration activity of university students and
graduates who “decided to look for their place
outside the country” (Blynova et al., 2020a).
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In the study context, the fundamental
contribution by L. Constantine (1993) is of
thematic interest. The scientist specifies the
essence of the image (model) of the
organization’s corporate culture. The model is a
set of ideas of subjects about the organizational
life style and envisages the availability of actual
and desired (expected) images. L. Constantine
(1993) states that depending on the values and
the essence of ideas, the types of organizational
culture have the following classification: Closed
(CT), Random (RT), Open (OT), Synchronous
(ST). CT is characterized by hierarchy,
traditional authority, strict legal regulation,
negative feedback, and conformism of
subordinates. RT is dispersed; creativity and
initiative of actors prevail; nonconformism
dominates, and employees prioritize their
interests over corporate ones. OT is a
combination of open and random types; an
agreement prevails; it does not have strict legal
regulations. Joint activities, consolidated
dialogue, and partnerships dominate. ST is
characterized by a symbiosis of the goals and
values of actors. Occasional arrangements are
active; there is no strict regulation. Actors mainly
express implicit and latent expectations
(Constantine, 1993). L. Constantine (1993) types
assisted in studying students’ ideas about the
actual and expected images of university
corporate culture.
Materials and methods
Methodology. The research on students’ ideas
about the actual and expected images of
university corporate culture relies on original
methodological theses, which are advanced and
substantiated in the contributions of
L. Constantine (1993), H. Tovkanets (2011),
V. Moroz et al. (2014), Popovych et al., (2021b;
2021c) et al. Four types of corporate culture by
L. Constantine (1993) are used as a guide. The
expected image of students is regarded as a set of
ideas about university life style and the social
expectations of students – as a regulatory
capacity and the ability to influence their
professional becoming within corporate culture
(Popovych, 2017). During the implementation of
the research ascertaining strategy, the
developments of scientists who dealt with
corporate culture (Blynova et al., 2020b; Coman
& Bonciu, 2016; Tierney, 1988), issues of
building automated and non-automated
management systems (Nosov et al., 2020a;
2020b; Zinchenko et al., 2019; 2022);
organization of educational and scientific
processes (Halian et al., 2020a; 2020b; 2021;
Popovych et al., 2020b; 2021d); the activity of
specialists under specific conditions (Hudimova,
2021; Hudimova et al., 2021), in the construction
of the expected action mode (Hulias & Hoian,
2022; Hulias, 2020; Plokhikh, 2021; Plokhikh et
al., 2021) were taken into account. The
experience of using empirical strategies, which is
specified in the mentioned works, allowed
building a relevant algorithm to achieve the
research goal.
Participants: Undergraduate students in the third
and fourth years of study of the educational
program “Public Management and
Administration” of the Institute of Postgraduate
Education and Pre-University Training (n=38)
and students of the educational program
“Management of Organizations and
Administration” of the Faculty of Economics of
Vasyl Stefanyk Precarpathian National
University (Ivano-Frankivsk, Ukraine) (n=44)
were involved in the research. Thus, the total
sample comprised n=82 respondents. The gender
distribution was as follows: males (n=33;
40.24%) and females (n=49; 59.76). Descriptive
frequency characteristics were M=20.11;
SD=2.01 (age range: 19-24 years). The sample
was random; it meets all the requirements for
empirical research.
Organization of Research. The empirical review
was organized from November to December
2021 at one higher education institution – Vasyl
Stefanyk Precarpathian National University
(Ivano-Frankivsk, Ukraine). This is one of the
conditions for our research, as corporate culture
is analyzed within the specific university.
To implement ascertaining research strategy, the
questionnaire “Scales of Organizational
Paradigms” (“SOP”) (Constantine, 1993) is used.
The technique was translated, tested and adapted
by S. Lipatov (2005). The psychodiagnostic tool
has twenty-five blocks of statements. Each
statement has four options that are related to
organizational paradigms of corporate culture:
closed, random, open and synchronous. In each
block, a respondent chooses the statement that
most accurately renders his/her ideas of the
actual course of events at the university. Then
this procedure is repeated to choose an option of
the expected corporate culture. We have taken
into account all seven scales of the questionnaire,
which cover the conceptual parameters of
university corporate culture: Leadership and
Management (LM), Communication System
(CS), Change Management (CM), Orientation
Style (OS), System Coordination (SC),
Workspace (WS), and Problem Solving and
Decision Making (PSDM). Some statements
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relate to more than one scale. The reliability of
the empirical data was verified using the
homogeneity index α-Cronbach, which
amounted to αSOP1 = .823 in the former variant
and αSOP1 = .845 in the latter.
Respondents’ social expectations as self-
regulatory readiness to act were identified using
the questionnaire “Level of social expectations of
personality” (LSEP) (Popovych, 2017). Three
main scales were applied. The technique
facilitates assessing the cognitive, emotional and
behavioral components of the expected action.
The α-Cronbach coefficient was αLSEP =.923
Statistical Analysis. The statistics were prepared
using the certified program “SPSS” v. 23.0. In
some cases, MS Excel was applied. The
researchers established standard descriptive
characteristics for experiment reproducibility.
Spearman’s correlation coefficients (rs) were
used to construct the correlation matrix. The
differences between the respondents’ actual and
expected images of corporate culture were
established by the Student’s t-test. The α-
Cronbach indicators are considered reliable at a
level not lower than .8 (average). The differences
between the studied parameters are considered
reliable at a level not lower than p≤.05.
Results and discussion
The organized empirical study aims to analyze
students’ ideas about university corporate
culture. The ideas relate to the culture of the
higher education institution in which the students
have already studied for at least two full
academic years. Thus, during the ascertainment
review, they were third- and fourth-year students.
The choice of student groups was random.
Students’ awareness of university life made it
possible to obtain balanced, substantive, and
constructive answers to the statements of the
questionnaires and formulate diagnostic
hypotheses. The above contributed to producing
a coherent idea about the actual and expected
image of university corporate culture through the
eyes of students. According to the SOP
questionnaire (Constantine, 1993), the actual and
expected images of university corporate culture
is determined. In Tabl. 1 renders a comparison of
the types of relevant images using the Student’s
t-test.
Table 1.
Respondents’ comparison of the types of actual and expected images of corporate culture (n=82)
Corporate culture type
1
M
2
M
t-test
Significance level
Closed Type (CT)
±10.05
±3.54
-2.31
р<.05
Random Type (RT)
±5.94
±7.01
–
–
Open Type (OT)
±6.12
±10.84
2.41
р<.05
Synchronous Type (ST)
±3.34
±4.12
–
–
Source: Personal elaboration, November – December, 2021.
Note: M1 – arithmetic mean of ideas about the actual image; M2 – arithmetic mean of ideas about the
expected image.
We state that the results obtained under the
descriptive frequency characteristic (M1 and M2)
meet the sample experimental norm (Lipatov,
2005). Applied the same technique, there were
data that do not have significant differences,
which were recorded in another study (Blynova
et al., 2020b). A comparison of respondents’
ideas about the expected and actual images
showed that the university is predominantly
characterized by a closed type (CT) of corporate
culture (M=10.05). The types are further
arranged in the following sequence: OT
(M=6.12), RT (M=5.94) and ST (M=3.34).
Respondents convey corporate culture as a
structured, bureaucratic management model with
consistent regulation of internal processes and
strict subordination. As for students’ ideas about
the expected image of corporate culture, there are
two statistically significant differences: OT
(t=2.41; p<.05) and CT (t=-2.31; p<.05). It is
expected that modern student youth strive for
openness and mobility, thus the idea of open
corporate culture dominates. In their opinion,
such a type most fully corresponds to the
democratic principles and facilitates the
development of personal potential and
professional becoming of a young specialist. At
the same time, it is recognized that the higher
education institution under consideration is a
first-class state institution where statutory
regulation should be advanced that will
contribute to the accurate coherence of
educational and scientific processes. Students
realize the abovementioned but also appeal to the
fact that the creative component of professional
development declines amid discipline approach
and regulation.
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In Table. 2 renders the study results for corporate
culture types following the basic SOP scales
(Constantine, 1993) through the main frequency
characteristics (M and SD). The results obtained
were also compared using the Student’s t-test.
Table 2.
Comparison of the main frequency characteristics of the respondents’ ideas following the main SOP scales
(Constantine, 1993)
Scale
1
M
1
SD
2
M
2
SD
t-test )
2
& M
1
(M
Significance
level
Open Type (OT)
LM
1.11
±.74
1.12
±.75
–
–
CS
. 96.
±.29
1.51
±.41
3.11.
p<.01
CM
1.78
±.32
2.12
±.39
2.11
p<.05
OS
1.24
±.23
1.28
±.24
–
–
SC
.79
±.20
.86
±.22
–
–
WS
1.18
±.26
1.48
±.36
2.72
p<.05
PSDM
.94
±.22
1.13
±.25
2.23
p<.05
Random Type (RT)
LM
1.30
±.25
1.31
±.26
–
–
CS
1.47
±.32
1.48
±.33
–
–
CM
1.12
±.28
1.15
±.29
–
–
OS
1.5
±.31
1.7
±.33
–
–
SC
1.21
±.28
1.55
±.37
2.19
р<.05
WS
.91
±.18
1.21
±.24
2.22
р<.05
PSDM
.99
±.21
1.04
±.23
–
–
Closed Type (CT)
LM
2.12
±.28
2.09
±.27
–
–
CS
1.83
±.18
1.52
±.15
-2.21
р<.05
CM
1.11
±.17
.92
±.15
-2.12
р<.05
OS
1.81
±.42
1.82
±.42
–
–
SC
1.62
±.26
1.61
±.25
–
–
WS
1.52
±.28
1.21
±.22
-2.68
р<.05
PSDM
2.36
±.32
1.81
±.21
-2.81
р<.05
Synchronous Type (ST)
LM
1.44
±.36
1.45
±.36
–
–
CS
.76
±.21
.75
±.19
–
–
CM
1.18
±.41
1.22
±.43
–
–
OS
.48
±.16
.57
±.19
–
–
SC
1.41
±.28
1.44
±.29
–
–
WS
1.41
±.17
1.46
±.17
–
–
PSDM
.72
±.19
.75
±.21
–
–
Source: Personal elaboration, November – December, 2021.
Note: M1 – arithmetic mean of ideas about the actual image; SD1 – standard deviation of ideas about the
actual image; M2 – arithmetic mean of ideas about the expected image; SD2 – standard deviation of ideas
about the expected image.
A comparison of the main SOP scales
(Constantine, 1993) elucidated specific
conceptual features of the student idea about the
functioning of the higher education institution.
We state the mirror changes in the open and
closed types. Consequently, there is an increase
in the OP indicators for the following scales: CS
(t=3.11; p<.01), CM (t=2.11; р<.05), WS
(t=2.72; p<.05) and PSDM (t=2.23; p<.05) and
decline for the same scales in CT: CS (t=-2.21;
p<.05), CM (t=-2.12; p<.05), WS (t=-2.68;
p<.05) and PSDM (t=-2.81; p<.05). Significant
differences were recorded in two Random Type
scales: SC (t=2.19; p<.05) and WS (t=2.22;
p<.05). There are no significant differences in
Synchronous Type.
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Significant differences that are noted in open and
closed types are because the dominant
communication system is hierarchically-
oriented. Its large part has regulatory content, and
the flow runs mainly from top to down. Students
hold that their opinion matters to the university
administration, but, in truth, they notice that
change management is slow enough. This is
evidenced by the findings for the CM scale
(t=2.11; p<.05). In open-type terms, respondents
are ready to change the workspace drastically by
building it on partnerships and modifying
available procedures, rules, and instructions.
They believe it can significantly affect the
solution of educational and scientific problems
and the speed of decision-making.
In order to establish correlations between the
expected image of corporate culture and the
parameters of students’ social expectations, a
correlation matrix was constructed (Tabl. 3).
Table 3.
Correlation matrix of the expected image of corporate culture with LSEP scales (Popovych, 2017)
Corporate culture type
LAEE
LEA
LEP
Closed Type (CT)
-.087*
-.283**
-.136*
Random Type (RT)
.071
.131*
.023
Open Type (OT)
.081
.224**
.147*
Synchronous Type (ST)
.022
-.022
.049
Source: Personal elaboration, November – December, 2021.
Note: LAEE – Level of Awareness of the Expected Events; LEA – Level of the Expected Attitude; LEP –
Level of the Expected Performance; * – р < .05; ** – р < .01.
A correlation pleiade is presented for visualization (Fig. 1).
Figure 1. Correlation pleiade of the expected image of corporate culture and parameters of respondents’
social expectations
Source: Personal elaboration, November – December, 2021.
Note: negative correlations at p≤.01; negative correlations at p≤.05;
positive correlations at p≤.05; positive correlations at p≤.01; LAEE – Level
of Awareness of the Expected Events; LEA – Level of the Expected Attitude; LEP – Level of the Expected
Performance.
The correlation matrix (see Tabl. 3) and the
correlation pleiade (see Fig. 1) made it possible to find out that the content parameter of the LEA
of social expectations is the most critical in
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producing students’ ideas of university corporate
culture. LEA has two most loaded relationships
with the following culture types: CT (rs=-.283;
p<.01) and OT (rs=.224; p<.05). It was also
established that the LEA parameter is the most
dependent since it has the most relationships –
three. It is noted that the formed expected attitude
of respondents as a reflection of emotional and
value assessment of corporate culture ideas is the
main component in the professional becoming
and development of future specialists. The
relevant scientific facts are confirmed by the
study of Popovych et al., (2021a). As the Level
of the Expected Attitude affects an individual’s
regulatory capacity and ability to predict the
likely course of events, the association with the
expected image of corporate culture is a
reproduction of the constructed model of
corporate culture in the minds of actors. The
obtained results find endorsement in the research
on the professional identity of future specialists
by Blynova et al., (2020b). The interrelation of
professional identity with the corporate culture of
a higher education institution has a positive
impact on the formation of specialists. In this
context of argumentation, the lack of significant
relationships of Synchronous Type with social
expectation scales is evident. This is because
students do not associate ST with their
perspective. Unspoken agreements and implicit
expectations, which are at the heart of the type
concerned, contradict the goal of students’
professional development.
Researchers B. Fralinger and V. Olson (2007)
concluded that the effectiveness of functional
decision-making in universities depends on
corporate culture. Continuous assessment and
change management are essential for effective
coordination of activities. The original
comparison of students’ ideas about the actual
and expected images of university corporate
culture justifies the conclusions of the mentioned
researchers. The above-proposed algorithm is an
example of solving an urgent scientific problem
within the corporate culture framework. In
particular, J. Hennigan (2005), in his thesis
“Corporate culture in an institution of higher
education”, emphasizes the importance of
corporate culture type and the training of future
specialists. We believe that our desire to compare
actual and expected images and find leverage
confirms the validity of finding a connection
(Hennigan, 2005) and the desire to render one
that researcher N. Bilyk (2020) calls the
regulatory function of corporate culture. It is
clear that this research has some limitations,
namely, empirical data relate only to students. It
is advisable, in the long term, to conduct a
comprehensive study which samples all subjects
of university activity.
Dn. Mierzwa and Dm. Mierzwa (2020) pursued
a similar goal in their research, using other tools
and experimental strategy. The desire to study
the current and desired corporate culture
confirms the relevance of our pursuits.
Researchers J. Smart and E. John (1996) found
that culture type has a much stronger independent
influence on institutional performance than
culture power. This is another argument that the
creation of university corporate culture directly
influences the quality of training of future
specialists.
Conclusions
1. It is theoretically justified that corporate
culture is a unique educational and scientific
space that cultivates in subjects a sense of
belonging to institutional activities.
2. Differences in four types of actual and
expected images of corporate culture were
identified: Closed (CT), Random (RT),
Open (OT), Synchronous (ST). The
prevalence of the closed type (CT) of the
actual image of university corporate culture
is established (t= -2.31; p<.05). It was found
that the open type (OT) (t=2.41; p<.05) is an
expected image of the corporate culture of
the university under consideration.
3. The correlation matrix clarified the
interrelation between the parameters of
students’ social expectations and the
parameters of types of the desired image of
corporate culture. It was fixed that the
content parameter of the LEA of social
expectations is the most important and most
dependent in the formation of students’ ideas
about university corporate culture. It was
explained that respondents’ expected
attitude is a projection of the emotional and
value assessment of corporate culture ideas
and the main component of professional
becoming and development of future
specialists.
4. The goal was achieved, and the hypothesis
was proved. It is noted that studying
students’ ideas about actual and expected
images of university corporate culture has
scientific value. Therefore, it is advisable to
operationalize the results in the educational
and scientific processes. It was found that
respondents’ ideas significantly correlate
with the content parameters of social
expectations that positively affects their self-
regulatory readiness for future professional
activity.
190
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