Browsing by Author "Cismaru, Diana Maria"

Now showing 1 - 3 of 3

Characteristics of organizational culture and climate inknowledge-intensive organisations
(College of Communication and Public Relations, NUPSPA, 2014) Leovaridis, Cristina; Cismaru, Diana Maria
The article focuses on organizational culture and climate in knowledge-intensive organizations, aiming to identify the specific values and features of climate for each sector.The sample of organizations included organizations from five sectors: higher education, banking and financial, research and development, IT and marketing-advertising. The qualitative design of research included near 80 in-depth interviews with employees and managers. The results showed that climate was based on various characteristics: human relations and friendship in small marketing-advertising agencies and IT companies, competition in large advertising companies. In the research development sector, the climate was based on achieving goals in the private area of the sector ( in higher education as well), while in the public areat of the sector it was based on freedom and creativity. The climate in the banking sector was very different, being based on discipline and obeying rules. From the point of view of the organizational culture, all the interviewed employees of the advertising, IT and banking sector experienced, inside the company, the presence of certain forms of organizational culture. Only half of the interviewees from the higher education sector admit to the presence of an organizational culture in their institution while in the public funded research-development sector, employees reportedly did not experience visible manifestations of any type of organizational culture.
Premises of Inclusive Access and Success of Roma People in the Romanian Higher Education
(Springer, 2015) Cismaru, Diana Maria; Fiț, Cristina; Gologan, Delia
This paper builds an overview of the context for implementing equity public policies targeting the Roma youth in Romania, with a focus on the specially designed study grants (reserved places—It refers to study grants offered specially for the Roma young people. They pass the same type of competition for admision at the study program however they only compete with the other Roma potential students accessing these “reserved places”, thus increasing their admission chances. After admission, they never pay for tuition as it is coverd by these study grants from the public budget. We will hereon refer to them as “reserved places”.) for this category of students. In order to determine the impact of present policies and recommend further steps forward, the paper revisits previous studies on this issue and analyzes the existing Romanian regulations on the subject. Furthermore, the paper identifies the difficulties these young Roma persons encounter at higher education level and the factors that supplementary impact on their early dropout. Young Roma people are discouraged to enter higher education by cultural factors such as poor background, lack of family support, traditional role models, but also a difficult integration in the educational community. Their situations are differentiated regionally and, in many cases, participation to education proves to be more a cultural challenge than an academic one. In this challenging context, the paper discusses the implementation of various equity policies addressing Roma people at higher education level. In sum, a comprehensive and coherent, long term approach on the issue is needed.
The Multiple Impact of Education Gaps in Romania
(Springer, 2019) Cismaru, Diana Maria; Corbu, Nicoleta
This contribution discusses the potential consequences of education gaps in Romania in the frame of change in the last 25 years, a frame that includes European integration and the strategic goals set for Europe 2020. The theoretical background is mainly functional, conceiving that the education system is one of the core systems that provide the basis for a nation’s development. Using quantitative data from institutional sources, such as Eurostat and the UNESCO data bank, the present research identifies education gaps at several levels: between urban and rural areas, regions of development, social categories. The consequences of these gaps in the future will be dramatic because education outcomes have an impact on multiple sectors, such as employability, work force quality, quality of life in the long term, and the welfare of the entire society. This chapter has been prepared with financial support granted in the project “State of the Nation. Designing an innovative instrument for evidence-based policy-making” (SIPOCA 11, MySMIS 118305), which is co-financed by the European Social Fund through the Operational Programme Administrative Capacity 2014–2020.