ANALYSIS OF COMMUNITY VALUES AND IDENTITY THROUGH FRAME ANALYSIS OF THE CONCEPT

ABSTRACT

This study investigates how students, and staff at the International School of Finance Technology and Science (ISFT) acknowledge the institution by applying Frame Analysis, a method that examines various perspectives through conceptual ‘frames.’ Through a survey engaged the question, ‘What does ISFT mean to you?’, responds were classified into four initial frames: Family, Mutual Environment, Education, and Opportunity. The Opportunity frame become apparent as the most dominant among students, highlighting ISFT as a stepping stone for career advancement. Faculty and staff predominantly expressed Mutual Environment and Family frames, emphasizing the institution’s collaborative and encouraging environment. The Education frame also emphasized ISFT’s role in academic and personal advancement. These perceptions provide a multidimensional understanding of ISFT’s institutional identity and the values its community members hold. The verdicts offer strategic implications for promoting a supportive and growth-oriented environment that aligns with these shared standpoints and values.

АННОТАЦИЯ

Данное исследование анализирует восприятие студентами, преподавателями и сотрудниками Международной школы финансов, технологий и науки (ISFT) института через метод фрейм-анализа, позволяющий рассматривать разнообразные перспективы через концептуальные «фреймы». Посредством опроса, сосредоточенного на вопросе «Что для вас значит ISFT?», ответы были классифицированы по четырём основным фреймам: возможности, сообщество, обучение и развитие, и семья. Среди студентов наиболее доминирующим оказался фрейм «возможности», что подчеркивает ISFT как трамплин для карьерного роста. Преподаватели и сотрудники чаще всего выражали фреймы «сообщество» и «семья», подчеркивая коллективную и поддерживающую атмосферу в институте. Фрейм «обучение и развитие» также выделил роль ISFT в академическом и личностном росте. Эти выводы дают многомерное понимание институциональной идентичности ISFT и ценностей, присущих его сообществу. Результаты исследования предлагают стратегические идеи для создания поддерживающей и ориентированной на развитие среды, соответствующей этим общим восприятиям и ценностям.

Keywords: ISFT, Frame Analysis, institutional perception, community identity, chance, education, academic environment, educational values, mutual environment, organizational culture, stakeholder perspectives.

Ключевые слова: ISFT, фрейм-анализ, институциональное восприятие, идентичность сообщества, возможности, обучение и развитие, академическая среда, образовательные ценности, организационная культура, перспективы заинтересованных сторон.

Introduction. In educational institutions, understanding how diverse community members perceive and frame their experiences is crucial for fostering an environment that aligns with their values and assumptions. The International School of Finance Technology and Science (ISFT) serves a diverse community of students, faculty, and staff, each group contributing unique perspectives that shape the institution’s collaborative identity. By analyzing these perspectives, institutions can gain valuable insights that guide strategic initiatives, enhance community relations, and align institutional goals with the needs of their stakeholders. This article presents the findings of a survey conducted at ISFT, where Frame Analysis was applied to explore the institution’s identity through the perspectives of its community members. Developed by sociologist Erving Goffman, Frame Analysis is a qualitative methodology that examines how people interpret events, organizations, or ideas through particular ‘frames’—structured mental frameworks that simplify and categorize complex information. [2] Frames are socially constructed and vary across groups, offering an opportunity to understand the collective mindsets and attitudes within an organization. Goffman’s approach has since gained popularity in fields such as sociology, psychology, and communication studies, where comprehending different perspectives is essential for analyzing social phenomena.

Previous studies have illustrated the value of Frame Analysis in organizational settings, where it aids in identifying shared values, expectations, and perceptions among stakeholders. [5] Particularly in educational points, Frame Analysis exposes underlying institutional dynamics by classifying how members view theories like learning, community, opportunity, and support. These frames offer a foundation for strategic planning, permitting institutions to address the nuanced needs of their populations and promote a constructive organizational culture. [1]

For ISFT, this study directs to uncover how students, faculty, and staff members conceive the institution and its character in their lives. By examining reciprocations to the question, ‘What does ISFT mean to you?’, the study categorizes reactions into four key frames: Opportunity, Mutual Environment, Education, and Family. The Opportunity frame, widespread among students, focus attention on ISFT as a gateway to career and personal growth. Meanwhile, the Mutual Environment and Family frames give thought to the supportive and cohesive atmosphere that faculty and staff experience. Eventually, the Education frame underline ISFT’s mission as an educational institution devoted to ratiocinative and personal growth.

Through this analysis, the article supplied a comprehensive view of how ISFT’s diverse community perceives and values the institution. These perceptions are essential for ISFT’s leadership, as they offer practical advice in line up institutional strategies with the moral principles and expectations of its stakeholders. Furthermore, the study gives the donation of broader understanding of how educational institutions can utilize Frame Analysis to encourage their organizational culture and better work for their communities.

Literature Review. Frame Analysis, evolved by Erving Goffman, is a descriptive research methodology that helps in examining how individuals and groups explain the events, organizations, or ideas through distinct ‘frames’ or lenses. According to Goffman, frames are socially established and help people to organize their experiences. They are instrumental in understanding challenging social phenomena by clarifying and categorizing perceptions into responsive contexts. [2] This methodology has been widely applied in fields such as sociology, psychology, and communication studies, where understanding diverse perspectives is critical. Former research has illustrated that frame analysis can help institutions, especially in educational contexts, to evaluate how students, staff, and faculty view their environment, thereby permitting for better strategic planning and community building. [5] Most scholars have also researched the application of Frame Analysis within institutional and educational contexts, examining how framing impacts organizational identity and individual perception. For example, E. Kiseleva and A. Babkin focus attention on the role of frames in shaping institutional recognition, noting that frames affect stakeholders’ emotional and cognitive reaction to an organization. Their study encourages the influence of frames in educational institutions, where they help align the institution’s purpose with the personal goals of students and staff. [3,6] A. Klyuev has further present to the study of framing in educational contexts by investigating how different frames influence the perception of university environments among students and faculty. His research argues that Frame Analysis helps explain the values that guide student participation, with distinct frames such as ‘professional development,’ ‘academic performance’ and ‘community building’ shaping the academic experience. [4] In the phenomenon of educational institutions, framing often concentrate on the values of learning, community, opportunity, and mutual respect. These frames can reveal the institutional culture and inform decisions regarding syllabus development, student services, and staff management. [1,6] ISFT’s request of Frame Analysis in this survey provides an opportunity to delve into how different groups within the institution frame their experiences.

Methodology. The study was managed through a mixture of semi-structured interviews and open-ended survey questions. A deliberate sampling method was used to choose participants, ensuring that students, faculty, and staff were equally represented. A total of 150 individuals participated in this analysis. Data collection took place over a period of one week, during which participants were asked a single key question: ‘What does ISFT mean to you?’ Reactions were recorded either in written form or via audio recordings during surveys. Some of the responses were anonymized to keep safe the privacy of participants. The responses were classified into different frames using Frame Analysis. The key frames identified include Opportunity, Mutual Environment, Education, and Family. Quantitative dissemination was also used to evaluate the prevalence of each frame across the diverse respondent groups.

Results. The responds collected from the participants revealed four major frames through which ISFT is perceived:

• Opportunity: This was the most identifiable frame, with 80% of responses aligning with it. Students, in particular, viewed ISFT as a platform for personal and professional growth, frequently reminding future chances, internships, and career development. Phrases such as ‘ISFT is a place where I can explore new career paths and build my future’ were commonly responded.
• Mutual Environment: Faculty members and staff often highlighted ISFT as a close-knit, collaborative and supportive atmosphere, with 60% of the respondents aligning with this frame. Common themes included teamwork, mutual support with phrases like ‘ISFT is like a second family to me’ is prevalence.
• Education: Around 50% of the reactions from both students and faculty highlighted ISFT as a hub of learning, intellectual growth, and skill development. This frame describes ISFT as a place that encourage high academic standards and personal development.
• Family: Many long-term staff members and faculty (75%) expressed a strong sense of believing, often answering to ISFT as a ‘family.’ This frame underscored the personal connections and the supportive environment at the institution.

Based on the above, the frame analysis results of the concept ‘ISFT’ can be represented in the following diagram:

Diagram 1.

Discussion. So, the analysis of the survey responses supplies necessary insights into how ISFT is perceived by its community members. The Opportunity Frame was the most common among students, indicating that the institution is seen as a key enabler for future success. This highlights the importance of continuing to offer career development programs, internships, and networking opportunities to meet the expectations of the student body. The next frame is Mutual Environment and Family, which were more prevalent among faculty and staff, suggest that ISFT is appreciated not just for its educational offerings but also for its strict sense of community and mutual support. The fact that many respondents described ISFT as a Family encouraged the personal connections and relationships, collaborations that play an important role in the institutional culture. This points to the need for preserving and fostering this environment through team-building activities and support systems for both staff members and students. Finally, the Education Frame reflects the essence mission of ISFT as an educational institution. While not the most dominant frame, its importance cannot be overstated. The fact that both students and faculty view ISFT as a hub of intellectual growth suggests that the institution’s academic standards are aligned with the assumptions of its community.

The conceptual structure of the concept ‘ISFT’ be presented in the scheme of frame:

Scheme 1.

Conclusion. The analysis of the above-mentioned features provides a comprehensive exploration into the complex ways in which the ISFT community perceives and values their institution, offering insights that are both practical and transformative for ISFT’s ongoing development. By employing Frame Analysis to categorize responses into four primary frames—Opportunity, Mutual Environment, Education, and Family—it becomes evident that ISFT fulfills a diverse role that extends beyond traditional educational functions. Specifically, the Opportunity frame, which is dominant among students, emphasizes the institution’s significant role in fostering career growth. Meanwhile, the Mutual Environment and Family frames reveal a deep appreciation among faculty and staff for ISFT’s collaborative and supportive environment. The Education frame further highlights ISFT’s commitment to academic and personal growth, aligning with the expectations of students, faculty, and staff.

Furthermore, this research provides ISFT with a nuanced understanding of its stakeholders’ expectations and values, which can guide institutional strategy to align more effectively with the community’s shared perceptions. Prioritizing career development support, enhancing community cohesion, and upholding rigorous academic standards emerge as key strategies to enhance ISFT’s appeal and effectiveness as a learning institution. The given research also underscores the value of Frame Analysis within educational contexts, as it enables institutions to gain a comprehensive view of their community’s needs and perspectives. Such a perspective is vital for fostering a cohesive, growth-oriented, and supportive environment. Future research could expand on these findings by examining how these frames evolve over time or by incorporating a wider range of perspectives from comparable institutions, thereby offering insights with broader implications for higher education at large.

References:

1. Benford, R. D., & Snow, D. A. (2000). Framing processes and social movements: An overview and assessment. Annual Review of Sociology, 26(1). – PP. 611-639.
2. Goffman, E. (1974). Frame Analysis: An Essay on the Organization of Experience. Harvard University Press.
3. Kiseleva, E. V., & Babkin, A. V. (2015). Frame analysis of organizational culture in educational institutions. Sociological Studies, 37(4). – PP.  45-52.
4. Klyuev, A. V. (2017). The impact of frame analysis on the understanding of student perspectives in higher education. Russian Education & Society, 59(3-4). – PP.  179-194.
5. Snow, D. A., & Benford, R. D. (1992). Master frames and cycles of protest. In Frontiers in social movement theory.
6. Abdullaeva C. B., Nadif B. Reframing Womanhood: Linguistic Creativity in Advertising Discourse //Comparative Linguistics, Translation, and Literary Studies. – 2024. – Vol. 1. – №. 2. – PP. 142-150.