Organizational culturein private higher education: a case study of a new private universityin post-soviet azerbauan

Physical Environment

In the first few years of the institution, Khazar acquired several buildings where different academic departments established an identity and conducted its operations. At one point, classes in the various departments were being conducted in three different locations through the city of Baku. The distance which separated the three instructional sites contributed to the feeling of being disconnected and apart from the whole. Although Khazar did not own the buildings (they were rented from the government), each location had a particular identity associated with the academic discipline's or department's activity there. Khazar's initial main facility was an abandoned building on the outskirts of the city. A short time later, they were able to acquire a wing of the Institute of Sports and Physical Culture, containing classrooms, faculty offices, and the chancellor's office. Classroom space at the Institute of Foreign Languages was rented as space demands increased. In each place, the chancellor had an office which he visited at least once during the day, rotating between the various campus sites to keep abreast with developments throughout the instimtion. The difficulty in managing an enterprise as spread out and diffuse as it was in those early created a sense of unconnectedness and separateness.

Perhaps the one thing that contributed to a sense of cohesion and community among Khazar members was the fact there were regular public ceremonies and social functions at a central meeting hall/conference center near one of the main subway lines in the cify.

Because of its central location and its proximity to public transportation, this venue served as the one place where members of the Khazar community could gather and be in one place. Parties, conferences, art exhibits, and performing arts events were held here for and by members of the Khazar community. In this setting, the faculty, administration, and students could gather for public ceremonies and invite members of the foreign diplomatic community to come and participate in social events.

In 1995 though, Khazar consolidated its operations intö one building in a working class district on the outskirts of the city. The buildings were in poor shape — occasional broken windows, chalkboards that cannot be written on, a hodge-podge of old fumiture, much in disrepair. But over the years, an ambitious renovation project has transformed this physical setting into a building of workable classrooms, offices, cafeteria, and lecture halls. There were common spaces for smdents, staff, and faculty to interact and this has developed the sense of community felt at Khazar. In this setting, the common identity they have and sense of fealty or family bonds has been enhanced for everyone associated with the institution.