The Relationship of the Five Components of Organizational Mindfulness as Related to the Role of Business School Administrators

Autor/in	Holloway, Justin
Titel	The Relationship of the Five Components of Organizational Mindfulness as Related to the Role of Business School Administrators
Quelle	(2017), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-4511-0
Schlagwörter	Hochschulschrift; Dissertation; Business Schools; Administrators; College Administration; Administrator Role; Accreditation (Institutions); Organizational Theories; Mixed Methods Research; Administrator Surveys; Administrator Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College administrators; Hochschulverwaltung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Organisationstheorie
Abstract	Business schools have transformed from organizations that solely provide a business education to organizations that train future business leaders, perform extensive research, and serve as major revenue generators for the university systems in which they belong. Organizational mindfulness, a concept created from high-reliability organizations, to observe processes and prevent catastrophic events. Ray, Beck, and Plowman researched organizational mindfulness amongst administrators at AACSB accredited business schools. The specific problem that inspired this research is that it is unknown to what extent does the perception of organization mindfulness is related to the role of business school administrator and the impact that accreditation presents. The purpose of this convergent mixed method study was to identify if the perception of the five components of organizational mindfulness was related to the role of business school administrator and to explore what effect does accreditation or the accreditation process have on organizational mindfulness. There were two surveys administered to AASCB business school administrators within the United States. The quantitative survey measured organizational mindfulness, while the qualitative survey collected information on accreditation. The independent variable was administrator roles (Dean, Associate Dean, Assistant Dean, Department Chair) and the dependent variables was the five components of organizational mindfulness. The data for this study was collected via Qualtrics, an online survey tool. The MANOVA showed that main effect of the linear combination of PF Scale, RS Scale, SO Scale, CR Scale, and DE Scale was significantly different among the levels of administrator role. ANOVAs revealed on each of the scales that the proximity of administrator roles had a statically significant effect on the respective component. Effect sizes suggest that deans scored moderately higher than subordinate administrators. The results of the current study suggest that organizational mindfulness is impacted by the accreditation process and that the perception of organizational mindfulness varies by the proximity of administrator role. Recommendations for future research include expanding the population to non-AACSB accredited business schools, revising the organizational mindfulness study, and conducting the qualitative research with in-person interviews. [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	2020/1/01