**4. Final considerations**

The university, after its transformation in modernity as an institution of higher education, has assumed a prominent place in societies and has adopted different models of organization and transmission of knowledge, resulting from the intertwining of education, society, economy, politics and culture. Contemporary times, marked by remarkable global changes, have accentuated the discussion around the university's mission and led to changes in its organization, not always understood by everyone, as the results of this study make evident. We noticed in the discourse of university teachers' apprehension toward the changes and a more pessimistic view in terms of identification or institutional affiliation, a certain feeling of isolation, lack of support and cooperation and a growing critical attitude toward the bureaucratization of teaching activity seen as a harmful interference in the quality of work, particularly at the level of teaching and research. In general, we can consider that the teachers' discourse does not reveal much enthusiasm or satisfaction in the way they are experiencing their professional activity, which seems to derive from the multiple demands and the multiplicity of tasks required by teaching, research and extension within the framework of an institution that is perceived as detached from this reality and the difficulties experienced. This perception of teachers, built in the context of remarkable changes in the last two decades, may perhaps result from the fact that teachers tend to confront a professional identity built 20 or 30 years ago, with a different reality that entails new demands. Their assessment of the current situation may result precisely from the confrontation of this idealized identity built at a time when the nature and way of functioning of the university was different, and hence the apprehension, demotivation or dislike for the new tasks that the new university requires. These results are in line with the study carried out by Fulton in 2003 in various British universities, in which some ambivalence was also found with regard to the desirability of change, translated into an oscillation between more traditional academic values and management objectives deemed reasonable.

It will not be irrelevant to the perception of lesser affiliation or identification of teachers, the more recent organization of the institutions that has become verticalised in the domain of decision making. The consequence of this change, although it has not diminished the feeling of scientific freedom or autonomy, has been progressively limiting teachers' participation in decision making, which may also be contributing to the accentuation of the feeling of isolation. On the other hand, the great technological innovation of the last two decades and the computerization of many procedures may be contributing to a very bureaucratized working perspective, seen as a negative aspect, associated with a certain pressure to respond to a large number of tasks resulting from the increasingly close relationship between the various dimensions of teaching activity. These aspects had already been revealed in the study concerning how teachers currently view the university, perceiving it as a very hierarchical, complex and bureaucratic structure and as requiring an increasing 'functionalization' of teachers in an increasingly competitive and dehumanized space.
