*3.2.6 Institutional bureaucratization*

One of the aspects most referred to by teachers relates to excessive institutional bureaucratization, seen as an obstacle to the development of quality scientific activity and perceived as a component that is over-valued by the institution.

*Ultra-bureaucratization from a systemic point of view, challenging human resources to tasks that do not always match the activities for which they should be responsible (S2).*

*The little use of intelligence in the different areas, especially management and administrative execution, where it is always needed (S4).*

*The bureaucratic control that is carried out (S5).*

*Blind compliance with procedures and bureaucracies (S7).*

*Teachers are, for example, called upon to exercise their ability to disseminate courses and many hours are spent on tasks of this nature; filling out platforms and being efficient in this is valued. To be a responsible lecturer is to assume that one performs bureaucratic tasks lightly edged with scientific content (S8).*

## *3.2.7 Relationship with the community*

The university committed to society and the production of knowledge centred on social needs or problems is considered in the discourse of university teachers.

*A certain openness to the environment (S3).*

*A greater connection of the University to the different Communities (S4).*

In summary, we can observe that the changes resulting from the implementation of the Bologna process do not assume great centrality in the teachers' discourse. There is only one reference to the shorter duration of the study cycles and another to the paradigm shift in the teaching and learning model, which allows us to infer that after more than a decade the transformations resulting from the process have already been accepted and to some extent assimilated. The teachers also highlighted in their speech, in a positive way, the diversity of publics, the changes at the level of research and internationalization and the new technologies, although these are considered more

*University Teachers' Conceptions of What University Is: Implications for the Future of Higher… DOI: http://dx.doi.org/10.5772/intechopen.100813*

in terms of communication and access to knowledge than as transformative tools for practices. The relationship between the university and the community also appears in the teachers' speech but without much emphasis. The teachers' discourse gives great emphasis, in a negative way, to the lack of identification and institutional cooperation and to the growing bureaucratization of teaching activity, seen as harmful interference in the quality of work at the level of teaching and research. Regarding the personal experience of the university, some characteristics emerge that we will now detail.
