Before evaluating the academic excellence that each higher education (HE) program aims to deliver, it is essential to consider students' learning experiences—not only their professional development but also their personal growth. This includes fostering a sense of belonging within a community where common values, needs, goals, and career aspirations are identified. Additionally, the experiences of academics who help establish and sustain these learning communities must be acknowledged.

This paper presents the findings of a study on organizational culture conducted across five partner universities within the CIVIS alliance: the University of Bucharest, Autonomous University of Madrid, National and Kapodistrian University of Athens, Aix-Marseille University, and Eberhard Karls University of Tübingen. This study, part of the Erasmus+ project eBelong: Sense of Belonging in the Context of New EU Alliances, addresses the necessity of cultural transformation—moving towards a more inclusive shared culture while managing the diversity inherent within the alliance. Our objective is to explore the role of sense of belonging in this evolving collaboration and examine how universities can support the long-term development of socially and emotionally inclusive learning communities.

Organizational culture plays a crucial role in any HE institution, becoming even more significant in alliances where it encompasses the collective beliefs, values, and attitudes of individuals. These cultural elements shape behaviors, ultimately influencing performance and success. In the context of a university alliance, culture affects how students and academics experience belonging within a community of practice. It determines how they collaborate with peers from diverse backgrounds, respond to varying needs and interests, and strive for professional excellence.

To assess the existing culture in the five partner universities, we conducted two surveys: the Organizational Culture Inventory (OCI) and the Organizational Effectiveness Inventory (OEI), which were administered to academics in November 2024. A total of 325 participants took part in the survey out of 9,260 teaching and research staff across the partner institutions. • The OCI evaluates the current operating culture based on behavioral norms—what is expected of members within the organization. • The OEI examines the underlying factors and conditions shaping the organization's culture and effectiveness, highlighting areas for potential improvement. These instruments, developed by Human Synergistics International, have been refined over 35 years and applied in more than 700 organizations worldwide. The benchmarks used for assessment are based on data from approximately 120 organizations with strong, healthy cultures across 19 countries. They were designed by J. Clayton Lafferty, PhD, a clinical psychologist, and Robert A. Cooke, PhD, an expert in organizational culture. Key Assessment Metrics: • OCI assesses behavioral expectations influencing members' ability to integrate and meet organizational standards. • OEI identifies internal drivers affecting performance and highlights opportunities for cultural change. The OCI categorizes behaviors into three key groups: 1. Constructive – Encourages engagement in ways that support personal and professional growth (e.g., Achievement, Self-Actualization, Humanistic-Encouraging, and Affiliative behaviors). 2. Aggressive/Defensive – Reflects a competitive and status-driven approach to tasks (e.g., Oppositional, Power-Oriented, Competitive, and Perfectionistic behaviors). 3. Passive/Defensive – Indicates cautious, security-driven interactions (e.g., Approval-Seeking, Conventional, Dependent, and Avoidance behaviors). Findings from the study highlight several causal factors that influence the organizational culture and impact effectiveness. These include mission and philosophy, institutional structures, systems, technology, and individual competencies. Universities that aim to foster a more inclusive and supportive culture must focus on these key factors—especially those that received lower scores—as they serve as critical levers for change.

This study provides a nuanced perspective on cultural change, diversity, and inclusion within the CIVIS alliance. The ultimate goal of any HE institution is to create learning and working environments where individuals can fully engage and perceive their participation as a valuable investment of time, energy, and creativity. Achieving this requires developing meaningful experiences tailored to individual needs while fostering collaboration and community-building among students and academics, both online and in-person. The findings offer valuable insights for partner universities, proving relevant within the broader CIVIS alliance and serving as a useful reference for other HE institutions committed to diversity, inclusion, and strategic partnerships. The study generated a comprehensive understanding of the universities' cultural landscapes—examining the beliefs, values, and attitudes that influence behavior—and provided comparative data for drawing meaningful conclusions. Additionally, the aspirations for an inclusive alliance culture are reinforced by evidence gathered from various educational contexts, enhancing their significance. By focusing on the individuals who shape HE institutions, this research offers an innovative approach to cultural transformation, setting a foundation for sustainable change and fostering a more inclusive academic environment.

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