Organisational Influence on Lecturers' Perceptions and Behaviour towards Change in Education

Autor/inn/en	Griffioen, D. M. E.; Doppenberg, J. J.; Oostdam, R. J.
Titel	Organisational Influence on Lecturers' Perceptions and Behaviour towards Change in Education
Quelle	In: Studies in Higher Education, 43 (2018) 11, S.1810-1822 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1284191
Schlagwörter	Educational Change; College Faculty; Teacher Attitudes; Foreign Countries; Teacher Participation; Structural Equation Models; Leadership Styles; Honors Curriculum; Technology Education; Excellence in Education; Teacher Behavior; Administrator Role; Self Efficacy; Organizational Change; Netherlands + Suchen Sie Ihr Suchwort? Bildungsreform; Fakultät; Lehrerverhalten; Ausland; Führungsstil; Technisch-naturwissenschaftlicher Unterricht; Lernerfolg; Teacher behaviour; Self-efficacy; Selbstwirksamkeit; Organisationswandel; Niederlande
Abstract	What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers' commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisational Influence Model. This combination connects two important change factors of content and context included in a combined quantitative measurement framework. A full structural equation analysis on lecturers' questionnaire data (N = 406) results in insight into the direct influence of executive managers' leadership style on lecturers' commitment in a situation of educational change. Especially, visionary leadership and the perceived discussion culture on excellence are of large influence on lecturers' behaviour towards honours programmes. Based on these findings, directions for future research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01