The study explores the complex interplay between organizational culture (OC) and academic quality within a Saudi higher education institution. The research question focuses on how various subcultures within the institution influence the attainment of academic quality standards. The context is crucial because Saudi higher education is undergoing significant transformation, including expansion beyond traditional Islamic studies and changes in leadership and budgetary allocations. The study's importance lies in its potential to inform policy and practice in higher education, especially in understanding how subcultures can either hinder or facilitate the implementation of quality initiatives. The existing literature on organizational culture often simplifies the concept, portraying it as a unified and controllable entity. This research challenges this assumption by focusing on the diversity of subcultures and their impact on the pursuit of academic excellence. The study aims to provide insights into the dynamics of these subcultures, their influence on quality initiatives, and their implications for organizational leadership and management.

The literature review reveals a significant debate in organizational culture (OC) research regarding the nature of OC itself. Some studies view OC as a unified system controlled by leadership, while others see it as comprising multiple, potentially conflicting subcultures. This debate stems from differing ontological and epistemological positions. Existing research on the culture-quality relationship in higher education institutions (HEIs) largely adopts the unified culture perspective, overlooking the potential influence of subcultures. Critics point out that focusing solely on visible cultural manifestations (values and norms) through quantitative methods, rather than deeper qualitative analysis of underlying assumptions, leads to an incomplete and potentially misleading understanding of OC. Furthermore, the literature often overlooks the roles of employees beyond management levels and the impact of subcultures and resistance to organizational initiatives. Studies focusing on unified culture often assume that organizational leaders have the power to shape and control culture to achieve organizational goals, which has been subject to significant criticism. In contrast, other research demonstrates the significant influence of subcultures within organizations, highlighting how shared values and practices within subgroups can profoundly affect workplace dynamics. The review emphasizes the need for empirical qualitative studies investigating the relationship between subcultures and quality in HEIs.

This study employs a qualitative ethnographic approach, conducting a single-organization case study at a pseudonymously named "Century University" in Saudi Arabia. Data collection spanned from January 2020 to March 2021 and involved multiple methods: 1. **Document Analysis:** Examination of university documents related to quality management, accreditation, and institutional regulations. 2. **Observations:** Observing formal and informal activities within the university, including training sessions and accreditation visits. 3. **Interviews:** A total of 40 semi-structured interviews were conducted. Eleven interviews were with high-level officials to understand the broader organizational culture and identify relevant academic programs. The remaining 29 interviews focused on members of four selected academic programs (A1, A2, B, and C), focusing specifically on subgroups within these programs and their relation to quality initiatives. Thirteen of the interviews were with female participants. Data were collected via audio recording (except six interviews where notes were taken) and transcribed verbatim. **Data Analysis:** The study utilized grounded theory methodology, employing open, axial, and selective coding to identify patterns and themes from the combined data (interview transcripts, observation notes, and document analysis). The analysis systematically explored the emergence, functioning, and impact of various subgroups on academic quality initiatives within the context of the institution's history, recent changes, and gender dynamics.

The study revealed the existence of multiple subgroups within the selected academic programs at Century University. A key finding was the emergence of "quality subgroups" actively engaged in pursuing accreditation standards, contrasting with "contra subgroups" (e.g., "old-timers," "gurus") exhibiting resistance to change. The quality subgroups played a crucial role in driving quality initiatives, particularly in navigating obstacles presented by the contra subgroups. The study identified three main phases in the journey towards accreditation: emergence of quality subgroups, quality subgroups taking the lead, and quality groups maintaining quality gains. Several factors contributed to the success of quality subgroups, including: * **Visionary Leadership:** A respected member in the A2 program (a female-led quality subgroup) significantly impacted the engagement of other members. * **Strategic Recruitment:** Quality subgroups prioritized recruiting individuals with specific characteristics like commitment, determination, diplomacy, patience, and social intelligence. * **Leadership Engagement:** Successfully involving college leaders in quality initiatives through strategic appointments and decision-making processes. * **Cultivating a Quality Culture:** The study highlights the importance of creating a "quality culture" through rewards, values reinforcement, and even incorporating Islamic concepts (in the A2 group) to motivate members. * **Sustaining Quality Post-Accreditation:** Quality groups adopted strategies such as successor training, creating manuals, ongoing workshops, and continued rewards to maintain quality efforts beyond accreditation. The study also highlighted notable gender dynamics, with the A2 quality subgroup being led by women, a significant departure from other programs where men dominated quality initiatives. The increasing participation of women in Saudi HEIs is attributed to recent social and governmental reforms, but challenges related to work-life balance remain.

The findings directly address the research question by demonstrating the significant influence of subcultures on the pursuit of academic quality. The success of the quality subgroups underscores the importance of acknowledging and strategically managing the diverse subcultures within an organization. The study challenges the simplistic view of organizational culture as a unified and easily controlled entity, providing empirical evidence for the complexity of cultural dynamics within HEIs. The results highlight the practical significance of understanding and addressing the tensions between different subcultures to promote successful implementation of quality improvement initiatives. The successful strategies employed by the quality subgroups provide valuable insights for leaders in HEIs and other organizations seeking to manage cultural change and enhance performance. The study also highlights the evolving role of women in Saudi organizations and the need for further research into the implications of increased female participation in the workplace.

This study contributes to organizational culture and culture-quality literature by highlighting the critical role of subcultures in influencing academic quality. It challenges simplistic views of organizational culture, emphasizing the need for nuanced understanding of intra-subcultural dynamics for effective cultural change management. The findings provide valuable practical implications for HEIs, emphasizing the importance of strategic personnel recruitment, leadership engagement, and the cultivation of a quality culture. The study also contributes to the understanding of gender dynamics in Saudi HEIs, urging further research on the work-life balance challenges faced by Saudi women.

The study's findings are based on a single case study, limiting the generalizability of the results to other HEIs. The focus on a specific set of programs within a single university might not fully represent the diversity of cultural dynamics present in other Saudi or international higher education contexts. Furthermore, the reliance on self-reported data from interviews could introduce potential biases. While efforts were made to mitigate this through diverse participant selection and rigorous data analysis, the possibility of subjective interpretations remains.