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1.
This paper is part of a program to study organisational effectiveness in higher educational institutions in the UK and Australia, and to compare the results with work conducted by Cameron (1981, 1986) in the USA. Cameron's work empirically derived and confirmed nine effectiveness dimensions and offered a typology of four institutional groups. In the UK, following surveys of the perceptions of senior academics and administrators concerning their own institutions, Lysons and Hatherly (1992, 1996) obtained results highly consistent with those of Cameron, and their analysis also supported a typology of four groups, namely classical redbrick universities, former polytechnics, former colleges of technology and 60's greenfield universities.An important further issue is the external validity of such effectiveness research particularly when discriminating between various categories of institutions. This paper uses data derived independently of the perceptual survey data to predict and confirm the taxonomy of four institutional groups already established in the prior UK research. These data come from the research ratings of the Universities Funding Council (UFC) and the Times Good University Guide. The Times data includes objective statistical data about each institution whilst the UFC ratings are based on the expert judgements of research assessment panels with representation from a range of institutions.The typology of four institutional groupings confirmed by the data analysed in this paper is consistent with the competing values explanations for organisational taxonomies (Quinn and Rohrbaugh 1983; Lysons 1993). 相似文献
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Major developments in organisational theory have witnessed the emergence of several models of organisational effectiveness (OE) and change (Keeley 1978; Hannan & Freeman 1977; Miles & Cameron 1982). The integrative competing values framework suggests organisations adopt uniquely effective approaches reflecting their needs at different stages in their life cycle by addressing varying degrees of emphasis on systems resource, human relations, internal process, and rational goal orientations (Cameron & Whetten 1981; Quinn & Rohrbaugh 1983; Quinn & Cameron 1983). This coincided with, and complemented, the growing recognition of the importance of developing systematic means for organisational speciation (McKelvey 1975, 1982; Muchinsky & Morrow 1980) and using the resulting taxonomies emerging from these studies to underpin theory building and further research.The ongoing challenge of this era is, therefore, to continue to test and extend construct space and explore organisational typologies in line with these theoretical and empirical developments in order to provide practical utility for decision makers. Indeed, this was the impetus for large scale OE research programs involving higher educational institutions in both Australia and the U.K.This paper first briefly reviews highlights of the developments emerging from the Australian programs over a number of years. Framed in this context, the paper then summarises the study program in the U.K. aimed at further cross-cultural exploration of OE dimensions. Of particular interest was their usefulness in predicting and fleshing out a taxonomy of U.K. higher educational institutions, namely classical (red brick) universities, former polytechnics and colleges of advanced technology, and 60's greenfield universities.The results reinforced life cycle and resource dependency theory underpinning the competing values framework based explanations for inherent and systematic differences between these archetypes (Quinn & Rohrbaugh 1983; Lysons 1993). However, further research directions are also suggested. 相似文献
4.
Higher education around the world has been undergoing a period of rapid change. In order to cope with this complexity and turbulence, corporate management practices have been embraced. In many cases the experiment has been ill-conceived, laborious and even aborted. The reasons mooted for this range from 'scant relevant literature on universities' to 'their applicability to the public sector is largely untested' (Hughes & Sohler 1992). The thesis of this paper is that organisational effectiveness (OE) research has made considerable progress in empirically deriving a systematic framework of theoretical and practical utility. This research field is briefly summarised and an Australian higher education taxonomy grounded in the competing values framework is illustrated (Lysons 1990b, 1993). The emerging inter-organisational comparisons and profiles are discussed in relation to their importance as a diagnostic tool for strategic planning, organisational renewal and development. 相似文献
5.
Attempts to explore the role of organisational climate in organisational effectiveness have been hampered by inadequacies in existing climate measures (e.g. Cameron, 1978a, 1978b). This paper describes the application of Jones & James (1979) perceived climate measures on a sample of senior level Australian academics. Six climate factors were identified: organisational conflict and ambiguity; two leadership components (facilitation and supportiveness; directiveness); work group cooperation in policy committees and immediate workgroups; and organisational and professional esprit. The data reduction procedures used produced results which strongly confirmed Jones and James findings but involved only approximately one-third of their variables. This represents a more efficient measurement approach and furthers the opportunity for understanding and management of climates in effective organisational outcomes. Implications for future studies of senior managerial perceptions of climate are discussed. 相似文献
6.
Cameron's (1978, 1986) nine postulated dimensions of effectiveness in U.S. tertiary institutions were tested in an Australian sample. The findings suggested that higher education administrators should exercise caution when extrapolating from Cameron's results at least in the Australian context. Areas for future research are also suggested by cross-cultural comparisons.We would like to acknowledge the assistance of Peat, Marwick, Mitchell & Co in administering this survey. 相似文献
7.
Art Lysons 《Research in higher education》1993,34(4):465-488
This paper briefly summarizes the new developments emerging from a major ongoing research program in Australia in higher education that tested and extended Cameron's dimensions of organizational effectiveness. Framed in this context, the paper then reports on the second national study in Australia to replicate earlier findings. The results confirm earlier findings and unequivocally establish the four-group typology that existed until recently. Finally, discussion includes consideration of micro and macro benefits of the framework with particular emphasis on recent structural changes to the Australian higher education system with reference to organizational culture and quality standards.This paper was prepared during a recent period as visiting professor in the School of Business at Queen's University, Kingston, Ontario, Canada. 相似文献
8.
This study explores systematic relationships between management attitudes about recent transitions in the funding and structure of higher education in Australia (Meek and Goedegebuure, 1989) and the domains of the taxonomy emerging from ongoing organisational effectiveness research based on these institutions (Lysons, 1990b). The results reinforce the integrity of the previously established 4 group framework and flesh-out more fine-grained issues which may militate against the smooth transition of amalgamated institutions to university status, on the one hand, and the enhancement of diversity on the other. 相似文献
9.
D. M. Yorke 《Higher Education》1987,16(1):3-20
This article outlines a number of general approaches to organisational effectiveness, and three approaches to effectiveness in the more specific field of higher education.The literature survey is used to derive a broad framework suggestive of the main causal relationships likely to exist between various areas of institutional achievement, and this framework is used as a background to discussion of empirical evidence.Empirical findings in the field of institutional achievement are sparse and poorly interconnected. The article summarises findings from product portfolio matrix studies and Cameron's work on effectiveness, discusses some aspects of institutional management, and outlines some differences between British and American universities regarding the acquisition of funds.The article concludes with comments on some methodological aspects of assessing institutional achievement.Revised version of a paper prepared for Jornadas Internacionales Sobre Demanda de Education Superior y Rendimiento Academico en la Universidad, Madrid, 9–11 April 1986. 相似文献
10.
Art Lysons 《Research in higher education》1990,31(2):115-128
An important step in the process of organizational research is its classification into meaningful taxonomies (McKelvey, 1975). This article briefly describes the application of Jones and James' (1979) Perceived Climate Questionnaire involving senior-level staff from Australian higher educational institutions. Discriminant analysis using climate factors as the basis for testing hypothesized taxonomies of these organizations, involving leadership, work group, and organizationwide attributes, demonstrates their ability to successfully predict logical groups of organizations in the sample. The results both reinforce the relevance of contemporary management theories and demonstrate the importance of leadership styles in further organizational effectiveness studies in higher education. 相似文献
11.
Margot Pearson 《高等教育研究与发展》1999,18(3):269-287
Although there has been considerable institutional attention to quality management and improvement in Australian higher education, concerns about the quality of doctoral education persist. This paper argues that addressing these concerns will require a shift in perspective. The conventional view of doctoral education which assumes an on‐campus, full‐time student experience, with socialisation arising formally and informally through interaction with the supervisor(s) and other academics in a university department, and which prepares the candidate for academic or other full‐time research work, is increasingly recognised as problematic. The rapid growth in candidate numbers is associated with a more diverse doctoral student population, and increasingly flexible patterns of research and study. These trends are likely to continue as they are in response to major changes in the higher education environment and changes in patterns of research activity. The argument presented is that addressing concerns for quality management, improvement and effective innovation demand the development of a research‐based wholistic conceptual framework for doctoral education which integrates all aspects of the doctoral education experience, and a focus on constructing and evaluating doctoral programmes in their particular organisational settings and physical locations. 相似文献
12.
This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring
and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance
of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing
climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives
and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was
conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary
schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles
and school-level process associated with the establishment of site-based management in the three State education systems.
The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration
and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between
organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing
organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior
to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide
information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative
can provide evaluative data about the extent of change within the school.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
Mirjana Franceško Jasmina Nedeljković Milan Živković Sanja Đurđić 《European Journal of Education》2020,55(4):514-527
This article provides insight into the state of higher education in Serbia, particularly in the context of reform processes based on European Higher Education Area principles. A multidimensional approach was taken, encompassing (a) a review and analysis of legal regulations relevant to the historical context of Serbia, (b) an examination of current working conditions at accredited state and private higher education institutions, (c) and a pilot survey of attitudes among the main participants in higher education teaching. The research gauged attitudes of university professors and students with work or study experiences, respectively, at both state and private higher education institutions. Specific instruments for measuring attitudes were constructed for this study. Professors' attitudes toward state and private higher education were compared through the assessment of aspects of organisational culture including work organisation, stimulating atmosphere, innovation, and creativity. Students expressed their attitudes toward state and private higher education in terms of general atmosphere, curricula, grading criteria, and student status. The results indicate that private higher education was appreciated slightly more than state higher education; both professors and students held more positive attitudes of private higher education for all dimensions investigated. 相似文献
14.
Matthew Campbell Berni Cooper Caroline Rueckert Judith Smith 《Journal of Higher Education Policy & Management》2019,41(5):500-517
ABSTRACTWithin Australian higher education, there has been an evolving of employability policy, realised in curriculum, at an intersection of the constructs of employment, work-readiness, life-long learning, and career development. The enactment of employability policy has driven an evolution in the practices of higher education in both curriculum and student support. This paper presents a case study of an Australian university which has reimagined the delivery of career and student support services through a framework that envisions preparing students for future worlds of work. The emergent policy framework has transformed organisational structures, human resources, and connections between student support practices and curriculum design. This transformation has generated new intersections of practice and is challenging institutional constructs of expertise. This case study provides transferrable learnings for broader considerations of higher education policy and practice as employability becomes the core driver of student success, and explores layered discourses of policymaking across an institution. 相似文献
15.
This study investigated the applicability of Cameron's (1978, 1983) nine dimensions of organizational effectiveness in a nationally representative sample of two-year colleges and examined differences in those dimensions for colleges that had decidedly different mission orientations. The results strongly support the applicability of these nine dimensions of organizational effectiveness in two-year colleges and indicate that the effectiveness of these institutions varies significantly depending on their mission orientation. From a global perspective, it appears that two-year colleges with tripartite and dual missions are the most and least effective, respectively, while those with a singular mission occupy a middle position. The implications of these findings for research on the effectiveness of two-year colleges and for initiatives to enhance the effectiveness of their management practices and institutional performance are discussed.An earlier draft of this paper was presented at the annual meeting of the Association for the Study of Higher Education, Boston, November 1991. 相似文献
16.
A Behaviourally Anchored Rating Scales Approach to Institutional Self-assessment in Higher Education
J. S. Pounder 《Assessment & Evaluation in Higher Education》2000,25(2):171-182
Institutional self-assessment is considered to be a crucial quality assurance mechanism in higher education. However, the criteria employed in self-assessments tend to ignore the overall organisational effectiveness of the institution. This paper describes a study which employed the effectiveness criteria contained in the Competing Values Model of Organisational Effectiveness (Quinn & Rohrbaugh, 1981, 1983) to produce a set of organisational effectiveness self-rating scales for Hong Kong higher educational institutions. The scales were developed using the behaviourally anchored rating scales (BARS) procedure. The study produced scales which address the organisational effectiveness of an institution and appear to be a useful addition to the array of quality assurance mechanisms in higher education. The paper highlights the qualitative benefits of the scale development procedure and resulting scales and notes that the procedure could be employed, and the qualitative benefits enjoyed, in other higher educational systems. 相似文献
17.
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways. 相似文献
18.
David Poole 《Higher Education》2001,42(4):395-435
Universities around the world are increasingly focusing on entrepreneurial activities (Slaughter and Lesley 1997; Clark 1998). In Australia, the growth of international entrepreneurial activities has resulted in the creation of a significant export-oriented sector. These activities include the recruitment of international students to Australian campuses, the development of Australian university campuses in offshore locations, and the delivery of Australian degree programs at both onshore and offshore locations in partnership with universities, professional associations and private corporations. In 2000, Australian universities received A$770 million from international student fees (Maslen 2000a, p. 10). Australian universities currently receive on average around eight percent of revenues from these sources, with some depending on international entrepreneurialism for as much as one-third of revenues (DETYA 1998a). Managing these activities in an efficient, effective and sustainable manner has thus become critically important to virtually every institution in the Australian higher education sector. As is the case when businesses become international, universities are faced with the need to manage the complexities, risks and challenges associated with international operations. To date, little empirical work has been undertaken which explores and examines how Australian universities are managing their international entrepreneurial business operations. The aim of this study is thus to respond to this research gap by exploring how Australian universities, particularly in terms of their Faculties of Business, organise and manage international entrepreneurial activities. The research examines management approaches, practices and processes at five Australian universities. A Strategic Advantage Model of Internationalisation is presented representing a theoretical and conceptual synthesis of the findings. 相似文献
19.
根据不同的主题领域高等教育研究可被划分为:定量—结构方面,与知识、学科相关的方面,与人相关或与教学相关的方面,以及组织与行政方面等。因此,高等教育研究是涉及教育学、心理学、社会学、政治学、经济学和商学、法律和历史等的跨学科研究。与美国和中国相比,欧洲的高等教育研究较少建立在教育院系基础之上,而是依靠大学里的跨学科研究机构把提高学术质量和相关的政策与实践连接起来。近几年,公众对高等教育研究系统知识的兴趣开始增长,但是从中获利较多的却是那些评估研究、所谓的专家报告以及指标研究等非学术性的高等教育研究。总之,高等教育研究的制度基础在不同的欧洲国家呈现出前所未有的多样化。 相似文献
20.
David Farris 《Journal of Higher Education Policy & Management》2018,40(3):224-238
Committees are ubiquitous throughout institutions of higher education. Identifying conduct that is conducive to committee work is a precursor to exploring why some individuals engage in committees and others do not. Using qualitative methods, this study explores organisational citizenship behaviours (OCB) exhibited and observed by university professional staff in the context of university committees. University administrators identify exemplary behaviours in committees that conform to OCB criteria (i.e., voluntary, exceeding job expectations and without expectation of reward) which are differentiated from normative committee behaviours. Participants agree that ‘active engagement’, a form of civic virtue OCB, is an aggregation of eight second-order behaviours that collectively improve committee performance. Recommendations for future research directions are also discussed. 相似文献