The Institutional Dynamics of the Separation of Bachelor's Degree in Social Communication

Abstract

This study examines how the dynamics of institutional logics (re)configured the social practice of Social Communication education during the separation of bachelor’s degrees in a public higher education institution. The results reveal that the separation of bachelor’s degrees was driven by a dominant professional logic, which prioritizes technical training and practice for the market. However, the organization demonstrated resistance to this technicist approach, integrating elements of academic and normative logics into a hybrid logic. This hybridization allowed the institution to preserve critical and reflective practices, reconciling academic and market demands without compromising teaching autonomy.