Purpose
This study explores how accreditation processes in emerging economies reshape organizational identity formation among university faculty. It examines how externally mandated changes compress traditional identity-building phases, leading to what we term “truncated organizational identity formation” (TOIF).
Design/methodology/approach
Adopting a qualitative interpretivist perspective, we conducted 31 semi-structured interviews with faculty members in three accredited private universities in Lima, Peru. Data were analyzed using a six-step thematic analysis, supported by ethnographic observations and documentary review to enhance reliability and validity.
Findings
Accreditation drove a swift but sometimes superficial adoption of new quality narratives, embedding managerial logics and externally defined metrics into the institutional ethos. Faculty responded in three primary ways – adaptation, coping or withdrawal – reflecting varied degrees of acceptance or tension. Although TOIF yielded prestige gains and improved operational clarity, it also triggered stress, diminished sensemaking and risks to academic autonomy.
Research limitations/implications
The single-country context and qualitative design may limit generalizability. Longitudinal or cross-cultural research could further illuminate the longevity and transferability of these findings in different higher education systems.
Practical implications
To effectively manage TOIF, university leaders should proactively integrate faculty members in participatory identity-building practices during accreditation processes. Specifically, structured sensegiving, inclusive communication and deliberative faculty involvement can mitigate superficial adoption of accreditation norms, reduce faculty stress and enhance genuine organizational identification. Policymakers and university administrators should thus balance managerial reforms with institutional dialogue to foster more authentic, lasting identity transformations.
Originality/value
This research contributes to critical debates on managerialism and organizational identity in higher education, introducing the concept of TOIF and highlighting the nuanced interplay between accreditation mandates and faculty agency in an emerging-country context.
