Unfortunately, politics and money play a major role in university accreditation and ranking systems.

Academicians all over the world are facing different changes depending on the local circumstances, but the basic challenge is the struggle of the academician to have a decent life with dignity in order to fulfill his academic duties

How do we measure the academic culture of individuals, institutions and the state?

Culture means:

Metrics for academic culture:

We need to measure these metrics to arrive at academic culture of an educational institution.

The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships.

In as much as a strong academic culture needs an emphasis on the 3 domains --- (planning, the way of doing things in an organization, and relationships), --- the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches.

The State contribution is reflective thinking, providing good infrastructure and facilities, liberal funding, providing autonomy to institutions, less interference of Govt. and politicians, etc.

http://researchdirect.uws.edu.au/islandora/object/uws:126

Measuring academic culture is not an easy task since some aspects are not quantifiable with a significant degree of certainty and because only qualitative description ought to be applied to some aspects of individual & collective cultures. Nevertheless, some respected RG scholars dared to swim in this vast ocean & they did good studies examples of which are shown in the two links below.   

Article Four Ways to Measure Culture: Social Science, Hermeneutics, ...

Article Academic Culture, Business Culture, and Measuring Achievemen...

Whatever parameters are considered, the ultimate culture of an educational institution is measured by the effects it has made on faculty, academics it self and the society in which it operates and to  global community at large. How it promotes the progress and advancements of its faculty members, how it fosters and promotes the creation, growth and advancement of knowledge freely  and how it effects society to better life and efficiency.

In an education system where politics spins everything, the vision of academics twists to simplistic service in which faculty members and their work are less important and secondary to the political vision of the system and the academic culture is not fully scholastic but one of the political machines .  

This is a good question with many possible answers.

In addition to the incisive answers already given, there are a number of measures to consider:

individual culture: number of languages (in addition to the language spoken at home) known, minimally, at the reading level.   A person with the ability to speak and understand speech in another language puts that person on a higher cultural level.   A still higher cultural level for an a person is that person's ability to read, speak and, more importantly write, in another language.    In that case, the cultural level of a person is proportional to the number of languages known, either partially or completely.

institutional culture: number of volumes in different languages in an institutional library plus the number of persons conversant with a broad cross-section of the library volumes.

state culture: percentage of the state GDP ear-marked for funding educational institutions (all all levels) of the state.

Measuring academic culture individuals, institutions and communities is a right direction in the efforts target at effective revamping the moribund education  standards especially, in developing nations.

Find attached some academic works on in support of this assertion:

Thank you

Adeleke IT

210936H

 Respected Professor James F Peters has listed brilliant benchmarks (which I haven't ever seen in references as such) as points of reference to evaluate the academic culture on individual, institutional, and state levels. I think that researchers in this subject ought to utilize these wonderful ideas. 

All the answers given so far, I believe are quite right and interesting. Do we have to measure academic culture? Is it the same as characterize academic culture? To measure for me means there is a certain standard one has to be compared with. But who will set that standard, and how do we know that that standard is the right one?

I think, we could instead characterize the academic culture of each academic institution, as each institution differs from one another, so is the academic culture is as diverse.

Aurea:

One benchmark or standard we can use is the rankings for the 100 universities worldwide and look at the methodology used to come up with the rankings as showed in this link:

https://www.timeshighereducation.co.uk/world-university-rankings/2015/world-ranking

Best regards,

Debra

Dear all,

Yesterday in may country a known philosopher Gil said that we all have culture.

Helena

Dear @Sudev, You have already got many fine answers about the issue you have raised. An interesting approach to this question is how different metrics damages academia. The following paper Academic sell-out: how an obsession with metrics and rankings is damaging academia brings nice examples how to do it. It is about obsession with journal rankings and luxury journals, obsession with journal impact factors, obsession with citations,  new obsession – the rise of altmetrics, the dark side of metrics – fraudsters and sell-outs...

http://www.academia.edu/9349528/Academic_sell-out_how_an_obsession_with_metrics_and_rankings_is_damaging_academia

Academic culture has been characterized largely by self-satisfaction arising from steady progress by the top research universities, the imperative for the radical reformation and reinvention 

https://president.asu.edu/sites/default/files/Differentiating%20Univ%20Institutional%20Innovation%20090110%20Change%20Mag.pdf

Dear Sudev Naduvath,

Look the link.

chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/academic-safety-culture-report-final-v2.pdf

Regards, Shafagat

Thanks Debra, your answer is most helpful.

May be, you can find the answer in this attached paper

thanks Krishnan Umachandran your article is agood one

Fine case study : How one school changed its academic culture! Good story about one of Schools of Opportunity! "“Each student comes into a class with varying skill levels; it is our duty to find the entry point for all students and provide them the opportunity to grow their skills around central concepts. This is what we call a growth mindset. The students are provided feedback in two major categories: content and responsibility. This provides a more accurate view of the student to the educators, so we can begin to recognize if there are deficiencies in their knowledge or the behaviors towards reaching their goals..."

http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/06/18/how-one-school-went-from-being-easy-to-challenging-for-students-and-teachers/

Dear @Sudev and friends, these are new documents and articles.

" The Metric Tide identifies 20 recommendations for stakeholders across the research system, covering the following areas: supporting the effective leadership, governance and management of research cultures; improving the data infrastructure that supports research information management; increasing the usefulness of existing data and information sources..."

“There is legitimate concern that some quantitative indicators can be gamed.”

Some of the most precious qualities of academic culture resist simple quantification...!

http://www.nature.com/news/we-need-a-measured-approach-to-metrics-1.17928

https://responsiblemetrics.org/the-metric-tide-report-now-published/

https://responsiblemetrics.org/

Unfortunately, politics and money play a major role in university accreditation and ranking systems.

Academicians all over the world are facing different changes depending on the local circumstances, but the basic challenge is the struggle of the academician to have a decent life with dignity in order to fulfill his academic duties

Culture in organizations

Welcome back dear @Kamal. Your presence here, especially at this thread, brings very good and quality opinions on academic culture.

I do agree with you that money is the key player regarding the accreditation of HEI! So is ranking. My country faces the same problems. Mostly, some private universities destroy academic culture at national level.

The culture of the individual is measured by the productivity of the individual, creativity and good dealing with others.

The institutions culture is measured by the quality of services and products offered to the community and the number of creative individuals who graduate from them. As well as the big of services that offer to community.

The evolution of society is measured through the good behavior of its members and the integration of services, and knowledge of the duties and rights of its members and adhered to.

Yes dear Kamal, its true. 

 Dear Kamal Bani-Hani,

Add one more ---  Politics, money, and manipulation!

It is not true that the greatest erudition leads to the greatest creativity. Also not true that the most famos university has the best research. We just cannot measure those things by numbers. Commisions must understand that they have to work hard in order to make curricular decisions. The nice world (add indexes with coefficients and make the best hire) will be never the case,

About countries.... End of 19th century Karl Benz and Gottfried Daimler constructed the first two gazoline cars, independently, in the same time, both working around Stuttgart, but some 60 km far one from the other. They were not the most erudit people. No university was directly involved in their researches. But it was somehow important in an indirect way, that Germany had most renomee universities and a long economic and industrial tradition. But how can someone measure and quantify such delicate considerations in a number?

Politicisation of academic culture affects adversely at all levels i.e. inviduals, institutions and the state.

The faculty today is dramatically different from 30 years ago. It is largely non-tenure-track; faculty work has been unbundled into teaching-, research-, or service-only roles, and faculty may be provided little institutional support and have minimal connection to the institution and enterprise. While this change has been occurring over several decades, leaders on many college campuses have not responded to this shift by modifying policies and practices so that faculty can effectively execute their work.

Kezar, A., & Maxey, D. (2014, July). Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority (Occasional Paper No. 21). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.