Reinforcing Pillars for Quality Culture Development: A Path Analytic Model

Autor/inn/en	Bendermacher, G. W. G.; oude Egbrink, M. G. A.; Wolfhagen, H. A. P.; Leppink, J.; Dolmans, D. H. J. M.
Titel	Reinforcing Pillars for Quality Culture Development: A Path Analytic Model
Quelle	In: Studies in Higher Education, 44 (2019) 4, S.643-662 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (oude Egbrink, M. G. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1393060
Schlagwörter	Organizational Culture; Administrative Organization; Educational Quality; Path Analysis; College Faculty; Morale; Professional Identity; College Administration; Institutional Characteristics; Educational Practices; Educational Improvement; Teacher Attitudes; Employee Attitudes; Instructor Coordinators; Empowerment; Bachelors Degrees; Foreign Countries; Strategic Planning; Values; Instructional Leadership; Organizational Development; Netherlands + Suchen Sie Ihr Suchwort? Unternehmenskultur; Quality of education; Bildungsqualität; Pfadanalyse; Fakultät; Moral; College administrators; Hochschulverwaltung; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Arbeitnehmerinteresse; 'Bachelor''s degrees'; Bachelor-Studiengang; Ausland; Strategy; Planning; Strategie; Planung; Wertbegriff; Instruction; Leadership; Bildung; Erziehung; Führung; Organisationsentwicklung; Niederlande
Abstract	To this date, research on the interplay between organisational structure/managerial and organisational value/psychological elements which impact on educational quality is scarce and fragmented. As a consequence of a lack of knowledge in this area, institutions often address these elements in isolation, moving past integral approaches, which reinforce the organisations' quality culture. In order to examine interrelationships between context characteristics, work-related psychological attitudes of staff and enhancement practices, a path analysis was performed on data collected from academics with teaching coordination roles. The findings highlight the paramount importance of a 'human relation' value orientation; this orientation influences empowerment, commitment and communication satisfaction. Rational goal values and ownership are positively related to quality enhancement practices. It is advocated that institutional policies and strategies directed at educational quality enhancement should leave discretionary space for the availing of academics' expertise. Nurturing collaborative teaching/learning communities with explicit concern for morale, involvement and development, deserves further cultivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01