Research Cultures
Culture is a holistic concept that cannot be reduced to a few characteristics. Therefore, the measurement and analysis of cultures cannot be fully undertaken here either. Instead, the focus is on some facets that are important for questions of research quality and the sustainability of research performance.
Research cultures are shaped by field-specific influences. These are decisive for unity and identity in a subject field beyond a single institution, nationally or even globally. Against this background, specific work cultures develop in the local contexts of the institutions, i.e. under given organisational conditions, which may also depend not least on the specific composition of a working group, leadership behaviour, etc. Interest in work cultures is driven by the fact that they are a key to whether scientific work is pursued constructively and productively or whether obstacles arise that can impair research performance, research quality or the sustainability of both.
Work cultures also serve as a link between structural conditions and scientific performance. It depends on the respective work culture to what extent external competitive pressure in science also impacts cooperation in the working groups, possibly even intensifying or, on the contrary, cushioning it.
In this sense, we first consider the characteristics of the research cultures in the research field and then the work cultures in the direct work environment. In relation to the research field, three characteristics are of interest: whether the research cultures are perceived as cooperative or uncooperative, whether they are considered fair or unfair, and whether they are perceived as promoting or inhibiting ideas. In addition, the extent of competition within the research field is of interest (see next section).
When asked about the culture in their own research field, similar and predominantly positive assessments emerged in all subject groups. According to these assessments, research cultures are cooperative, fair and idea-promoting (see Figure 19). In the natural sciences, there is a slight tendency towards somewhat better assessments compared to the humanities, social and life sciences (see Figure 19).
