排序方式： 共有10条查询结果，搜索用时 31 毫秒
1
1.
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
2.
Art Lysons 《Higher Education》1990,20(3):287-300
Research in US higher educational institutions over more than a decade has produced dimensions defining aspects of inputs, processes and outcomes which are important for organisational effectiveness (OE) (Cameron, 1978). Furthermore, these dimensions have been shown to vary systematically to define the domain of each type of institution (e.g., ivy league versus regional college).A significant step in the process of exploring various relationships impacting on effectiveness in Australian higher education would be to derive a classification along the lines of Cameron's work. This paper first reviews research in Australian higher education testing Cameron's dimensions and exploring aspects of organisational climate which appear to represent equally important dimensions of organisational effectiveness (Lysons and Ryder, 1988, 1989).This study then undertakes a combined analysis of Cameron and of Jones and James (1979) variables to identify a more comprehensive set of dimensions. Discriminant procedures successfully predict and further define the single taxonomy suggested by the previous work involving organisational climate only (Lysons, 1990). Finally, the implications of these findings with particular regard to very recent structural adjustments in the higher education system are discussed including reference to further OE research directions undertaken in this ongoing program. 相似文献
3.
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
4.
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
5.
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
6.
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
7.
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
8.
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
9.
10.
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
1