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1.
Much of the literature relating to organisational change within academic departments focusses upon the role of the academic leader in creating an appropriate environment and process for change. Often scant attention is paid to the role of other individuals in impeding or facilitating change. This paper provides a case study of teaching development and change based in considerations of organisational culture as conceptualised by Schein (1985). It details the strategies used by a small group of junior academics to challenge the existing organisational culture and, through a focus on teaching improvement, achieve personal reward, organisational growth and the creation of a new but complemtary organisational culture. From the case study is drawn a list of key factors of relevance to academics or staff developers interested in initiating or supporting a grass-roots movement for change.  相似文献   

2.
Prior research has had a limited approach to identifying organisational factors related to knowledge management (KM) practices of higher education institutions (HEIs), the centre for knowledge creation. This qualitative study explored such factors affecting KM capabilities from the perspectives of 30 full-time academics in public universities, and identified the dimensions of the KM capabilities framework. Results revealed that physical conditions, budget, human and technological resource management, division of labour, workload, time management, communication, bureaucracy, structural differentiation, motivation, individualism, and organisational behaviour affect KM infrastructure capabilities; bureaucracy, KM teams, institutional platforms, organisational structure, knowledge maps, vision, individual attitudes, academic collaboration, process management, budget, decision-making processes, sustainable academic KM, transparency, labour force, knowledge security, organisational culture, accessibility, and archiving affect KM process capabilities. These results contribute to identifying the organisational factors influencing KM that are critical to guiding practitioners and administrators of HEIs in developing more effective KM strategies and practices.  相似文献   

3.
《Africa Education Review》2013,10(2):119-132
Abstract

As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic achievement), there has been little research on the extent to which students practise organisational citizenship behaviour (OCB) in their academic work. The aim of the present study was to explore some correlates of both OCB and academic performance. Data used in the study were obtained from 185 students enrolled in a business course at the National University of Lesotho. Survey questionnaires inquiring about students' commitment, self-esteem, and OCB were administered to 204 third-year students. These were correlated with formal academic performance before and after the survey. Students' commitment was significantly related to both OCB and academic performance. Self-esteem was significantly correlated with OCB, but not academic performance. Two dimensions of OCB (altruism and civic virtue) were moderately but significantly related to academic performance. Results suggest that improving self-esteem might affect OCB, and improving commitment and certain elements of OCB might improve academic achievement.  相似文献   

4.
The aim of this study was to discover and better understand through a case study, the phenomenon of academic staff integration in a post-merger Chinese university. The analysis was undertaken by using a cultural framework derived from relevant literature. The results indicate that adjustments to academic values and beliefs, the cultural dimension, are crucial in the integration process. This study also identified factors, which could affect academic staff integration, such as leadership, organisational objectives, regulations, geographic division, and cultural differences. Being aware of these factors could provide university managers with useful guidelines on how to facilitate the integration of academic staff members from different pre-merger institutions.  相似文献   

5.
Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers’ conceptions of quality, on their preferred organisational values and on the relationships between the two. A written questionnaire was presented to the teaching staff from 18 departments of universities of applied sciences in the Netherlands (N?=?266). It comprised 18 questions about teachers’ conceptions of quality, representing two quality scales: compliance and accountability and enhancement and improvement. A further 24 questions, related to organisational values, represent two scales that typify flexible organisations, and two that typify control-oriented organisations. The results reveal a neutral score on the compliance and accountability conceptions of quality and on the control-oriented organisational values, and a high score on enhancement and improvement and on the flexibility-oriented values. Both pairs appear to be moderately positively correlated. Despite the need for further qualitative research, it can be concluded that teachers perceive quality first and foremost as enhancement and improvement, rather than as compliance to external standards and accountability. These findings offer interesting perspectives for the further development of an internal quality culture in higher education.  相似文献   

6.

This paper discusses the importance of research activity in academic teachers' colleges in Israel and analyses how this activity is organised. It investigates the contribution of research to development of professional staff and the state of research activities at teacher training colleges. Major obstacles impeding research at the colleges are pointed out and conditions affecting research performance are indicated. The character of the actual research activity is analysed and five different models are specified. The paper focuses on the research committees and research units, which are the central organisational tools for research development, by analysing and describing the range of research culture in the colleges: from absent to optimal. The paper contributes a theoretical and an applied framework that may support the further development of research at the colleges.  相似文献   

7.
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8.
Abstract

The role of the academic developer mirrors that of the current day academic. It is increasingly diverse and complex. Staff employed in academic development units are expected to respond to the needs of individual academics and are also expected to provide leadership in teaching and learning, conduct research into higher education, contribute to policy on a broad range of issues, and undertake community service. In addition they are expected to take responsibility for their own professional development. They are constantlyjuggling priorities of personal, professional and organizational commitments. To maintain competence in the face of multiple demands there must be significant overlap between work and learning. The learning opportunities inherent in working within a large multi‐dimensional organization must be acknowledged and embraced through the concept of a ‘learning organization’. It is important that the organizational culture of the Academic Development Unit (ADU) values learning, encourages reflection and fosters collaborative practice. This paper outlines an organizational model of academic development highlighting the opportunities for intervention at the level of organizational culture, staff development and student learning. It also suggests strategies for organizing and managing an ADU that provides a positive model of an effective working and learning environment.  相似文献   

9.
留学生中国社会文化适应性的社会心理研究   总被引：5，自引：1，他引：5  
跨文化适应可以划分为心理适应和社会文化适应。研究发现留学生中国社会文化适应的内在结构维度可分为:生活适应、公德意识适应、交往适应、社会支持适应、服务模式适应、社会环境适应和当地人生活习惯适应。社会文化适应与当地文化有很大的关系,留学生中国社会文化适应受到中国独特的价值观念的影响,隐藏在留学生适应背后的中国独特价值观念有四个方面:差序格局、中国人看待"自我"的方式、中国人对待朋友的方式、情境中心。  相似文献   

10.
学术界大都认为中国佛教发展到宋代就开始转向衰落了,事实并非如此,随着社会经济化的发展,宋代佛教经过自我调适,正处于一个新的发展时期,并有其自身的标志和特点。“衰落”论在认识上存在一些误区。  相似文献   

11.
Activity theory (AT) is a powerful tool for investigating 'artefacts in use', ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro- (strategy, policy, 'campus-wide' solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation). In AT, contexts are conceived of as activity systems in which human, technological and organisational elements are interrelated and largely inseparable. Both the subjects of the activity system (internal) and the wider community (external) mediate their activities through tools, rules and roles. This paper shows how a course management system (CMS) exerts an influence over all three of these mediators, though the exact nature of this influence depends on the particular configuration of each activity system. This is illustrated with reference to two case study programmes, both of which used Moodle as their CMS, but which had activity systems structured in quite different ways; the programmes also had different relationships with their external organisational environment.  相似文献   

12.
What kind of jobs students prefer after having completed their professional education may have important personal and organisational consequences. It is therefore essential to gain a better understanding of the job values they pursue, as well as of the antecedents of such values. In this longitudinal study, we first showed that the job values of the 152 participating Norwegian student nurses and student teachers could be divided into extrinsic job values, such as high salary and good opportunities for advancement, and intrinsic job values, such as good social relations and interesting work. Moreover, we found that an important aspect of academic motivation, that is, students' achievement goals, predicted their job values. Specifically, students adopting performance‐approach goals were more likely to pursue extrinsic job values and students adopting mastery goals were more likely to pursue intrinsic job values. Ways in which the findings address current controversies in the literature on achievement goals are discussed.  相似文献   

13.
In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice.  相似文献   

14.
Abstract

This article examines the potential impact of the recent changes to the Teachers Superannuation Scheme (TSS) and the resulting wave of early retirements, on the nature of academic work and cultures in the ‘new’ universities. In doing so it considers the potential for one externally driven initiative, implemented outside of the control of organisational managers, to have a quite extraordinary effect on workers across a whole occupational sector. It assesses the force of an early retirement programme as a catalyst for increased managerialism, relative to other recent pressures, drawing upon the literatures of organisation culture, strategy and labour process; and utilising new empirical research concerning academic careers, culture, change and security. Findings indicate that academic staff in new universities may be insulated from the effects of managerialism, albeit that this may vary between and within institutions. It speculates on whether the effects of large‐scale early retirement will have an impact on academic cultures through the ‘releasing’ of staff with old values and the ‘buying’ of replacements who have new values. Further, it argues that because the TSS changes affect only the new universities, the resultant changes may differentiate them from the pre‐1992 universities, making at least some of them more similar to the managerially focused further education sector, and reinforcing the binary divide within a supposedly unified university sector.  相似文献   

15.
This paper analyses shifts in the representation of history and physics as named organisational units on Australian university websites over the last 15 years in the context of broader questions about the production of knowledge in contemporary times. It derives from a broader project concerned with disciplinarity, changing university contexts and emerging conceptions of teaching and research. The paper points to a significant reduction in the number of departments and departmental webpages dedicated solely to those disciplines and the greater obscurity of disciplinary knowledge on the websites as a result. It suggests these findings are one symbolic sign of some changes in progress in universities, including a reduced strength of disciplinary voice in broader university management, some shift away from disciplines as the key reference points for knowledge production and some de-centring of their traditional strength in the academic labour market. The study also points to the methodological challenges of working with online sources of evidence.  相似文献   

16.
To date, few universities have become substantially involved in providing for the learning needs of professionals in mid-career. This paper argues the case for their doing so in the future. It begins with a review of the current provision of formal continuing professional development (CPD) – in which universities can be seen to perform only a limited role – and goes on to examine the attitudes of practitioners towards various forms of learning experience and their resulting interactions with the academic world. The reasons why such interactions are predominantly ad hoc and individualistic, rather than systematic and collective, are briefly considered before the opportunities for greater, more coherent mutual involvement are explored. The concluding section briefly reviews the policy decisions and organisational changes which appear to be needed before the full potentialities are realised.  相似文献   

17.
The relationship between environmental design, communication, and organizational culture is examined to provide performance improvement practitioners with an analytical tool that helps determine appropriate interventions. Organizations are comprised of people who communicate and socially construct artifacts, norms, values, and assumptions that guide how they conduct business. That is, employees interact to create, maintain, and reify their organizational culture. One artifact of organisational culture that should be apparent to human performance technologists is the environmental design of the office in which the organization operates. While some performance improvement interventions focus on the orientation of humans to their physical surroundings (ie., ergonomics), our analysis focuses on the communication patterns and organizational culture imbedded in the physical environment. We posit that performance technologists should look beyond the explicit environment and analyze organizational culture to begin understanding the implicit nature of how employees perform. A case study is provided to illustrate how three levels of organizational culture can be used to analyze an environment in which employees work to determine appropriate performance improvement solutions.  相似文献   

18.
This study investigates differentiation in graduate education at a large public research university, and all 114 academic units are categorized by Biglan's dimensions and by size, which is operationally defined as the number of students in the academic units. This paper represents the first effort to study the opinions of departmental managers regarding an integrating device before its implementation. Departmental and graduate studies committee chairpersons were surveyed regarding their opinions on the need for and potential use of a database system which would provide the departments with easier access to data regarding graduate education and would provide the graduate school with an easier means of monitoring departmental activities pertaining to graduate education. The results show overwhelming support for the system, and the size of the academic unit is the best predictor of support, with the larger units voicing more support.  相似文献   

19.
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers.  相似文献   

20.
Organisational efficiency is a consistent quality that derives more from and thrives on strong internal culture than on isolated instances of timely and effortless accomplishments by corporate systems. This study sought to evaluate the relationship between organisational culture and enhanced productivity and efficiency among members of five universities in the Niger Delta region of Nigeria, which with its peculiarities provided a unique context for the study. The quantitative and qualitative methods were used for data collection among 104 respondents. Faculty were assessed on the direct impacts of their organisations' culture on their research and publication, creativity and innovativeness, among others, while students were assessed on learning, career prospects and others. The study suggested that most of the five universities had no well-articulated organisational culture. This significantly compromises their unique value addition to the educational system, implying that they risk losing their relative advantages unless they fortify their organisational cultural frontiers.  相似文献   

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