Organizational Commitment among Employees at a Private Nonprofit University in Virginia

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Autor/in	Calland, David R.
Titel	Organizational Commitment among Employees at a Private Nonprofit University in Virginia
Quelle	(2012), (226 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-7085-9
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Interpersonal Relationship; Civil Rights; Public Colleges; Human Resources; Wages; Job Enrichment; Private Colleges; Employee Attitudes; Statistical Analysis; Comparative Analysis; Personnel Policy; Surveys; College Faculty; Work Environment; Compensation (Remuneration); School Personnel; Government Employees; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bürgerrechte; Grundrechte; Zivilrecht; Humankapital; Wage; Löhne; Arbeitsplatzgestaltung; Privathochschule; Arbeitnehmerinteresse; Statistische Analyse; Personalpolitik; Survey; Umfrage; Befragung; Fakultät; Arbeitsmilieu; Abfindung; Kompensation; Lohnausgleich; Schulpersonal
Abstract	The purpose of this quantitative study was to investigate the similarity between the human resource strategies (benefits, due process, employee participation, employee skill level, general training, job enrichment, social interactions, wages) currently utilized at a private, nonprofit university in Virginia, and those reported in the research conducted by J. M. Buck (1999) in public colleges and universities. This study also sought to determine differences in organizational commitment levels (affective, normative, continuance) as reported by the participants in the J. M. Buck (1999) study and the current study. The secondary purpose was to study the impact of job position (faculty/staff) on organizational commitment levels (affective, continuance, normative) of university employees at a private, nonprofit university. Three research questions were considered in this study. First, are the human resource strategies (benefits, due process, employee participation, employee skill level, general training, job enrichment, social interactions, wages) reported by the six colleges or universities included in the study by J. M. Buck (1999), as measured by the Survey of HRM Practices in Higher Education, similar to the human resource strategies (benefits, due process, employee participation, employee skill level, general training, job enrichment, social interactions, wages) reported by the organization included in the current study? Second, are there significant differences in organizational commitment levels reported by participants in the current study compared to the study by J. M. Buck (1999)? Third, are there significant differences in organizational commitment levels reported by participants depending on position level (faculty vs. staff) in the current study? Appropriate descriptive and inferential statistical analyses were conducted to support the comparisons between the research samples. These analyses found the data collected from the Survey of HRM Practices in Higher Education indicated higher scores on benefits, due process, and general training in J. M. Buck's (1999) research. However, results were higher for the current study in the areas of employee participation, employee skill level, job enrichment, and social interaction. Significant mean differences were found in the dimensions of affective commitment. Statistically significant relationships were found between faculty and staff job positions and the affective and continuance dimensions of commitment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10