Institutional mission statements: discursive construction of organizational identity in Canadian post-secondary education

To navigate websites of educational institutions when choosing where to study, future students need to have high levels of literacy to understand how such organizations represent themselves to the world. This study examines the discursive construction of organizational identity in the mission statements of selected Canadian post-secondary institutions by applying English for Specific Purposes rhetorical move/step genre analysis and lexico-grammatical analysis to understand the rhetorical organization of the mission statements and vocabulary and grammatical patterns that characterize each individual move. The findings of the analyses of a small corpus of 14 mission statements show that all mission statement samples include ‘commitments’ as the obligatory move; however, the primary commitments of the university mission statements differ from those of colleges, thus reflecting differences in institutional purposes and functions of the two types of post-secondary educational institutions. Practical and pedagogical implications of the study are discussed.


Introduction
Nowadays, academic literacy is no longer confined to the limits of the classroom. To navigate complex systems of educational institutions when choosing a university or a college, 1 Carleton University, Ottawa, sebinjung@cmail.carleton.ca

Theoretical Background
This section explains important concepts in ESP genre-based studies including 'genre', 'communicative purpose' and 'discourse community', and discusses communicative purpose in connection with genre and rhetorical structure.
Since 1980s, it has been widely agreed that genres are best conceptualized as "goaldirected or purposive" types of texts, and the goal or purpose has been used as the primary criterion for determining a generic type or category of text (ASKEHAVE; SWALES, 2001, p.195).
One of the well-known approaches to genre studies was proposed by Swales (1990) within the ESP field. According to Swales (1990), genre is "a class of communicative events" (p.58) with some shared set of communicative purposes, or communicative goals, which can be achieved through the use of language. These purposes, recognized by members of a community (referred to as a discourse community), in which the genre occurs, are believed to provide the rationale for the genre and shape its rhetorical structure. However, such communicative purposes may be difficult to identify (SWALES, 1990). Askehave and Swales (2001) observed that uncertainties surrounding communicative purpose undermined its claimed role as a means of assigning genre membership.
They suggested that it would be prudent to abandon communicative purpose as an immediate or even a quick method for sorting texts into generic categories. However, they proposed that genre analysts can and should retain the concept of communicative purpose as a valuable and long-term outcome of the analysis.
'Discourse community' is an important notion closely associated with Swales's interpretation of genre. Swales (1990) proposed six defining characteristics for identifying a group of individuals as a discourse community: a set of common public goals, mechanisms of intercommunication, feedback and information through a participatory mechanism, presence of one or more genres to further the community's aims, specific shared lexis, and inclusion of both 'apprentices' and 'experts' with a suitable degree of relevant expertise (pp.24-27). In this way, the concept of 'discourse community' is differentiated from the concept of the 'speech community' such as voters for a political party and faculty of a university, which is defined by shared speech.
In the ESP approach, texts within a genre are seen as employing particular rhetorical ARTIGO DOI:https://doi.org/10. 24933/horizontes.v36i2 Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 [4] 'moves', defined as functional units designed to achieve the communicative purposes of a text, and 'steps', defined as sub-parts of the move (SWALES, 1990). The moves are further identified depending on their frequency of occurrence: Some of the moves in a genre are obligatory, in that they are necessary to achieve the communicative purpose of the genre, whereas others are optionalthose which speakers or writers may choose to employ if they decide those moves add to the effectiveness of the communication but do not alter the purpose of the text (see Hasan, 1989). Each of these moves has its own purpose and contributes to the realization of the overall communicative purpose of the genre (HENRY; ROSEBERRY, 1998, p. 147).
The ESP approach to genre analysis is realized through the determination of a preliminary communicative purpose, examination of the genre's rhetorical move/step organization including identification of obligatory and optional moves, investigation of the textual and linguistic features of each move, and re-purposing of the genre (ASKEHAVE; SWALES, 2001) (BARWASH; REIFF, 2010). As this study examines how organizational identity is projected in college and university mission statements and how to apply this method in a classroom, it adopts the ESP approach to genre analysis as its theoretical and analytical framework.

Literature Review
This section introduces the mission statement as a genre and the concept of organizational identity in relation to organizational mission, providing a review of previous literature in corporate and institutional mission statements. Drawing on previous studies which suggest the differences in mission statements used by different types of educational institutions, this study investigates the construction of college and university mission statements as well as their representation of organizational identity.
The mission statement, also referred to as the statement of purpose, values, goals and strategies, creed and philosophy, is a document that provides information about the organization's commitments, goals, values, beliefs, its unique features or nature (PEARCE; DAVID, 1987). Sharing such similar purposes and functions (HYON, 2018), mission statements are recognized as a type or category of a written text, thus constituting an "organizational genre"  (SWALES;ROGERS, 1995). Though this particular genre is reported to be varied in the way it is composed and used by organizations, previous studies on content of corporate mission statements confirmed a considerable overlap in their content (MORPHES;HARTLEY, 2006). For instance, Pearce II and David (1987) identified 'customers', 'product and services', 'commitment for growth', 'philosophy', 'self-concept' and 'desired public image' as recurrent key components of mission statements. These components reflect what the organization stands for, what it believes to be, and how it is distinguishable from other organizations.
The organizational identity is the concept that is defined as a sum of central, distinctive, and durable features of an organization (ALBERT; WHETTEN, 1985). While organizational identity is something that is perceived by the members of the organization, it is clearly influenced by outsiders in that it is continuously negotiated by the members of the organization via their interactions with external stakeholders (GIOIA; PRICE; HAMILTON; THOMAS, 2010). Centrality means that organizational identity is not randomly formed or arbitrarily affected by external events but includes features that are important and essential to the organization. Distinctiveness is related to the uniqueness of an organization and usually includes organizational ideology, philosophy, and culture, which help the organization differentiate itself from others. Lastly, durability emphasizes the enduring nature of the organizational identity, which implies that organizational change may be difficult due to the impact that the loss of the organizational identity may bring to the organization (ALBERT; WHETTEN, 1985). The core and stable characteristics of the organization, or, in other words, its centrality and durability, and unique and changeable characteristics of the organization, such as its distinctiveness, form an organizational identity together and constitute a key component of the organizational mission (GIOIA et al., 2013).
Such a close relationship between the organizational identity and organizational mission has prompted numerous studies in the business world. For example, Swales and Rogers (1995) and Leuthesser and Kohli (1997) explored how corporations used language to project their identity through mission statements. Williams (2008) studied strategies employed by corporations to create corporate identity and explored the link between the mission statement content and organizational performance. Sun and Jiang (2013) studied differences in corporate ideologies and identities in Chinese and U.S companies based on the differences in the language Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 [6] of their mission statements.
However, in the world of education, despite a widespread use of mission statements, limited research has been conducted on the organizational identities presented in college or university mission statements. In fact, Hladchenko (2016) conducted seemingly the only study that explicitly mentioned organizational identity in relation to academic mission statements. The researcher examined the most popular commitments and goals in 46 mission statements of Ukrainian universities to compare the changes before and after the adoption of a new legislation on higher education in 2014, which led the transition from the Soviet to European education model. While this study found common primary commitments in the interpretation of institutional demands, it focused more on the impact of social change on the content of the mission statements than on the organizational identity. The study by Atai and Asadnia (2017), which did not directly focus on the organizational identity, confirmed that it is is an important element of the mission statement genre. By analyzing the organization of 500 mission statements of the world's top-ranked universities, the researchers found that the mission statement genre is realized through five moves, namely 'commitments, goals and orientations', 'source of reputation', 'services and supports', 'current status of development' and 'global state', among which, 'commitments, goals and orientations' is the only obligatory move, present in all mission statement samples. The study also reported 'identity' as one of the frequent steps found in the 'current status of development' move.
Other studies suggested the differences in mission statements used by different types of institutions. Morrish and Saunton (2013) found significant differences in content between research universities and business schools, which were attributed to the different purposes of the universities studied. Morphew and Hartley (2006) explored the elements of U.S postsecondary institutions' mission statements to investigate differences in content across institutional types. Based on thematic analysis of 300 mission statements, the study found discernable patterns of the elements in mission statements across institutional levels (baccalaureate, master's, and doctoral/research) and control (public vs. private), which claimed to reflect distinctive values of the different institutions.

Research Questions
Considering the findings of Morphew and Hartley's (2006) study and given a significant cultural and institutional diversity in purpose, size, reputation and enrollment in college and university mission statements (LABIANCA et al., 2001), this study investigates the extent to which these two types of post-secondary institutions differ in the ways they construct mission statements and discursively construct organizational identity. Accordingly, this paper raises the following questions: • How is organizational identity discursively constructed in mission statements of Canadian post-secondary institutions?
• Are there any significant differences in the way organizational identity is discursively

Corpus
The corpus in this study comprised 14 mission statements, including seven (7) university mission statements and seven (7) college mission statements (Appendix A). The texts in the corpus were randomly selected from among public university and college websites to avoid a possible impact of the institutional control (public vs. private). As mission statements generally consist of three meta-components--(1) vision and statement of goals, (2) statement of mission and self-definition, and (3) organization's philosophy and values (BART; BAETZ, 1998)--the corpus texts included all the available components as part of the analysis. The length of the texts in the corpus varied within 60-320 words, as some texts included all the three components mentioned above while some did not.

Analytical procedure
The analytical procedure was divided into two major phases: macro-level analysis and micro-level analysis. At the macro-level, a rhetorical move/step analysis was conducted (SWALES, 1990). The reason for such analysis was to understand the generic rhetorical organization of the genre, including the types, frequency, and sequence of the moves and steps presented in the corpus of the mission statements. At the micro-level, a lexico-grammatical analysis was employed to examine vocabulary and grammatical patterns that characterized each identified move.
After having collected the corpus texts, the researcher identified a preliminary communicative purpose of the mission statements based on the initial sense of the texts (cf. ASKEHAVE; SWALES, 2001). Then, moves were marked and labelled informally, according to their sub-purposes. Then, within each move, steps were marked and labelled informally following the same procedure. Through this procedure, the researcher identified which moves were obligatory (i.e., occurring in about 100% of all texts) and which ones were more optional (occurring in fewer than 100% of the texts) (HENRY; ROSEBERRY, 1998). After all moves/steps have been identified and categorized, the frequency of moves/steps was examined. Based on the data, similarities and differences in the moves/steps and move frequency patterns in college and university mission statements were compared and contrasted.
Afterwards, through the lexico-grammatical analysis, the researcher examined the vocabulary and grammatical patterns used in each move. All verb phrases were identified and their tense and types were analyzed, as well as content words and expressions used to realize each step were noted. The researcher also examined the grammatical structures used in each move and identified some of the recurring patterns. To add more value and clarity to the analysis, word frequency analysis was conducted using the Antconc 3.5.8 software (ANTHONY, 2019).
When using the corpus tool, the researcher excluded the grammatical function words such as pronouns, articles, prepositions and conjunctions and manually extracted 25 most frequent content words from the frequency list. Based on the data, similarities and differences in lexicogrammatical features in college and university mission statements were found.

Study limitations
Despite the useful findings and practical implications of this study, there are several limitations. First, as the study examined only a limited numbers of mission statements, which represent only a small slice of the overall landscape of colleges and universities in Canada. To increase the trustworthiness of the findings, future research needs to investigate a larger corpus of post-secondary institutions' mission statements.

Rhetorical structure
As Table 1  is only found in one university sample, whereas the 'overview' move is found in two college samples.  (see TABLE 2), six out of seven mission statements started with 'commitments' move, and the move sequence 'commitments'-'values/principles' is the most frequent found in the corpus.  (7 texts While the 'commitments' move is obligatory in both university and college mission statements, steps within the move (FIGURE 1) differ among the samples. In the university mission statements, the most frequently presented steps in the move are 'international perspective' and 'academic excellence.' In the case of the college mission statements, 'practical orientation of education' is the most frequently found step. Such findings help to identify the stable core identity of each type of institution. Also, the variance in the primary commitments between the universities and colleges indicate different institutional purposes and functions that the two types of institutions have. (1) We will contribute to a sustainable future by being among the best in the world in areas of special and emerging strengths, through outstanding research, scholarly, and artistic work that addresses the needs and aspirations of our region and the world, and through exceptional teaching and engagement. (University of Saskatchewan) (2) Enhance and extend our services and capabilities to support the University's goals Considering the results of the study by Knight (1995), which reported that 72% of universities in her sample included 'internationalism' in their mission statements, it seems that this type of commitment has emerged in the last few decades as more and more universities attempt to draw attention of the international community by establishing their missions in accordance with the prospects of this community (MORPHES; HARTLEY, 2006). This implies that 'international perspective' is a relatively recent component of the identity formed by universities in the last few decades. This component has also started to appear in college mission statements.
While 'academic excellence' and 'knowledge' are the most prominent commitments in the university mission statements, other commitments such as 'contribution to the society', 'community perspective' and 'partnership' express the roles that the universities take on as part  stakeholders. Yet, a comparative analysis of the rhetorical moves/steps in the university and college mission statements demonstrates that the university mission statements are generally more uniformly structured whereas college mission statements are more diversely constructed with more moves and differing move sequences. In particular, a detailed analysis of the steps within the 'commitments' move demonstrates that the primary commitments of the university mission statements are different from those of colleges.

Lexico-grammatical features
The lexico-grammatical analysis of each move shows certain lexical and grammatical features used to realize a specific rhetorical function. Also, the lexical analysis has helped identify how the identity of each institution is discursively constructed in their mission statements. As the analysis has been conducted within each move, this section is divided into five sub-sections.

The 'commitments' move
An in-depth analysis of the 'commitments' move demonstrates certain grammatical features used to realize its rhetoric function. In terms of sentence type, declarative sentences are most frequently used in mission statements of both types of the institutions while imperative sentences and incomplete sentences starting with 'to + verb' and 'verb + ing' are used much less frequently. As far as the verb tense is concerned, the present tense is dominantly used in most mission statements whereas future tense verbs are used only in one university mission statement and two college mission statements to describe their vision and path. With regards to the grammatical structures, university mission statements are more uniformly structured in expressing their commitments compared to those of colleges, using structures such as 'mission/vision + is + N1 + (N2 + N3)', 'V + …(in order) to + V', 'V+ …+ through + N' and 'V+ …by + V ing', where N stands for noun and V for verb. While some of these features are also found in college mission statements, in these statements they much more diversely constructed, and no additional recurring grammatical structures have been identified except 'mission/vision + is + to industry and community while 'be', 'position as', 'take place', 'build' and 'take a lead role' are used to describe the position of the institution projected into the future. No significant differences have been found in types of verb phrases used by colleges and universities.
Analyzing other content words in the 'commitments' move has also helped to identify some recurring vocabulary within the move. In the 'international perspective' step, words such as 'world', 'global' and 'international' are used repeatedly. In the 'academic excellence' step, words such as 'research' and 'scholarship' are used with adjectives 'outstanding' and 'excellent.' In the 'knowledge' step, the nominalized form of the verbs mentioned in the above paragraph, such as 'creation', 'preservation' and 'dissemination' are used. In the 'contribution to the society' step, words such as 'society', 'our region' and 'public' are frequently used. In the 'practical orientation of education' step, words such as 'work', workplace', 'workforce' 'labor market', 'employer' and 'career' are frequently used. While such recurring lexical choices used in steps make a mission statement less distinguishable from others, using the names of the specific community such as 'Indigenous peoples and communities', 'the community of Calgary' and 'the people of Manitoba' in the 'community perspective' step add more specificity to the missions.
Another finding from the analysis of the 'commitments' move indicates that there is a pattern of stating local and community perspective first and later shifting to the international perspective. For example, the mission statements of two Canadian universities refer to 'people of Manitoba [a Canadian province], Canada and the world' and the 'opportunities in Canada and internationally.' Mission statements of two colleges also show a similar pattern.

The 'values/principles' move
An analysis of the 'values/principles' move has also shown certain lexico-grammatical features, which realize its specific rhetorical function. With regards to the generic structure of this move, a significant difference in mission statements of the two types of institutions has been found. In university mission statements, this move was very brief and concise, and consisted of a  'student success/focus' is another important value that dominates college mission statements and is practically absent from the university mission statements.
While the majority of the university samples include similar types of values and structures in the move, two university mission statements are distinguishable from others by a) presenting a brief description of the historical origins of the institution to highlight that its values are not arbitrarily formed but "deeply held" (this is the only mission statement that claims 'history and traditions' as its institutional value); b) including an institutional slogan in its mission statement at the very end of the move.

The 'current status of development' move
An analysis of this move has also shown certain lexico-grammatical features that realize its specific rhetorical function. This move is typically expressed through declarative sentences, mostly in the present tense. In terms of the types of verb phrases used within the move, the auxiliary verb 'be' is used to define institutional types and provide description of the location and characteristics of the region where the institution is located, and the verb phrases such as 'offer', 'serve', 'provide', 'support' and 'allow' are frequently used to describe programs and facilities of the institutions.

As the steps within the move describe what the institution is, where it is located and what
it has done and is doing, significant parts of the move reflect the identity of the institutions. For example, in the 'identity' step, three colleges claim their identity by stating: "[college name] is a comprehensive college", "[college name] has deliberately chosen to be a community college" and "[college name]'s mission, as a comprehensive community college." In the 'location' step, the institutions express their uniqueness and the uniqueness of the region they are located in: the university is "situated in the vibrant city of [name of the city] on [name] territory and the traditional homeland of the Métis 2 " in a "dynamic, forward-looking province"; the university is "dynamic, metropolitan and multi-cultural"; the college is "serving greater [city name] region." In addition, the 'programs offer' and 'facilities' steps state what the institutions do: provide Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 [18] "flexible learning arrangements"; "experiential education opportunities"; "relevant real-word training"; list their facilities such as ''gourmet restaurants", "auto shop", "salon and spa". As can be seen, adjectives with positive connotations such as 'vibrant', 'beautiful', 'dynamic', forwardlooking', 'metropolitan', 'flexible', 'relevant' and 'real-world' are used to highlight the attractive qualities of the institutions and regions.
Another notable feature within this move unique to college mission statements is that it includes figures and details in the description of the college campus size, student numbers and demographics, degrees and programs offered, numbers of employees, annual budgets, engagement with the job market, and so on. It may be reasonable to say that an additional communicative purpose of college mission statements as compared to university mission statements is to provide information about their services and facilities because they are usually less known to the public and because they intend to attract more vocational job oriented students.

'Justification of reputation' move
As this move was only presented in only one mission statement, it was impossible to identify its lexico-grammatical patterns. The move is written in declarative sentences in the present tense, using expressions such as 'have a well-deserved reputation for', 'innovative, energetic faculty, staff, student, and alumni community', 'research infrastructure unique in Canada', 'deliver widest programs', 'displays remarkable resilience and a commitments', 'university's unique spirit' and so on. As can be seen, adjectives with a positive connotation such as 'well-deserved', innovative', 'energetic', 'unique', 'remarkable' are used to emphasize the positive image of the institution and to justify its reputation. However, in this move, no figures or details are provided unlike in the 'current status of development' move.

'Overview' move
An analysis of the 'overview' move did not show notable lexico-grammatical patterns due to the limited numbers of samples as this move was presented in two college mission statements.
Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 [19] This move did not seem to reflect organizational identity at the first look, but it included some identity features. For instance, the College of New Caledonia was the only institution that expressed the existence of its 'strategic plan' in its mission statement, stating its mission is a 'part of its five-year 'strategic plan development process.' Another finding to note is that the George Brown College mission statement specifies the sentence subject (participant) of the mission to its staff, faculty and administration, stating 'the staff, faculty and administration are united by a set of shared values and objectives....to meet the needs of students and employers', which seemingly implies that the institution considers its staff, faculty and administration as service providers and its students and employers as clients. This subject choice is different from a typical sentence subject choice identified in other mission statements are the names of the institution, pronoun 'we', 'our school/institutions', or the whole university community.

Word frequency
The word frequency analysis has clarified and confirmed the results of the qualitative lexico-grammatical analysis. While the keyword lists of university and college corpora (Appendix these post-secondary institutions and the prospective students they target.
The analysis presented in the study provides a blueprint for pedagogical interventions that may inform the choices future students make when looking for appropriate post-secondary institutions both within their countries and abroad.

Conclusion
The study has investigated the discursive construction of the organizational identity in a small corpus of 14 mission statements collected from the public websites of two types of institutions and helps to identify the core identity of each institution.
Another finding of the study is that while organizational identity is most clearly represented in the 'commitments' and 'values/principles' moves, it is communicated throughout the whole text. While it seems that some of the mission statement samples are more focused on creating and projecting a strong organizational identity, it is essential to investigate the context in which each text is written and used in order to discover and identify further or ancillary purposes of the texts (ASKEHAVE; SWALES, 2001). Based on the findings mentioned above, this Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 [21] study has practical implications for the development of mission statements for post-secondary institutions. While this study identified a generic move-step structure and recurring lexicogrammatical features employed in mission statements of Canadian colleges and universities, practitioners creating or revising school mission statements can be made aware of the recurrent elements in academic mission statements and apply the best strategies that fit their institutional type and convey their institutional flavor.
A pedagogical implication of the study concerns the issues of academic literacy.
Prospective students attempting to navigate complex systems of post-secondary institutions are faced with multiple texts that appear on institutional website, one of the most prominent of which is the institutional mission statement. Raising future students' awareness of the communicative purposes of such statements and the rhetorical and linguistic strategies used by the institutions to construct their identities may assist students with making informed choices of the institutions they wish to apply to and join in the future. Such supports can be equally helpful to both native speakers of the languages such institutions use and international students.

Mission
Inspire Waterloo students to connect to the possibilities in a continuously changing world of work. Enable them to bridge their academic and workplace knowledge. Challenge them to learn, grow and contribute wherever they go.
To accomplish our mission, in partnership with students, employers, faculty and staff, we: • facilitate, through a competitive employment process, access to meaningful work opportunities related to students' academic studies and their aspirations. • open doors to diverse employment opportunities in Canada and internationally and draw employers to Waterloo's rich talent pool. • support students in acquiring, reinforcing and enhancing the capabilities essential in a knowledge-driven economy and borderless workplace. Vision Demonstrate innovative, global leadership in co-operative education and career development, and position Waterloo as a top choice for students and employers. We move closer to our vision when we: • collaborate with our partners to shape and promote UWaterloo's thought leadership and best practices. • enhance and extend our services and capabilities to support the University's goals in Canada and internationally. • foster a dynamic learning environment in CECA that sparks and celebrates new ideas and provides opportunities for all who work here to make a positive impact.
Periódico Horizontes -USF -Itatiba, SP -Brasil -e020004 This is what we are here to do, as the community college in north-central British Columbia. The College of New Caledonia's mission, as a comprehensive community college, is to provide access to lifelong learning and to facilitate the achievement of educational and personal goals. We are responsive to the diverse needs of our students, our employees, and the communities in our region. In a dynamic, consultative environment, we deliver quality programs and promote the success of every student.

Vision
This is what we intend to become within a certain timeframe. The College of New Caledonia's will be recognized regionally and internationally for implementing effective learning opportunities, which will increase educational access for our learners. Students, employees and communities will share "one experience" of CNC. Our programs will support the development of local, regional and global leaders.

Values/principles -Overview -Committed values
Values At CNC, our values guide the work that we do and the decisions that are made.|| Respect: We respect and value each individual by being inclusive and embracing the diversity of our learners and college communities. Accountability: We are accountable to each other and to the college community for our actions and for achieving our commitments. Integrity: We act with integrity, fulfilling promises and ensuring open, respectful relationships. Transparency: We conduct ourselves in an open, honest, and transparent manner. Relationships: We work together to advance CNC in its academic mission and in fostering respectful relationships.