Organisation-Based Self-Esteem in Higher Education: Exploring Subgroup Differences in Perceptions of Worth

Autor/in	Cameron, Celia L.
Titel	Organisation-Based Self-Esteem in Higher Education: Exploring Subgroup Differences in Perceptions of Worth
Quelle	In: Quality in Higher Education, 26 (2020) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cameron, Celia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2020.1751308
Schlagwörter	Self Esteem; Higher Education; College Faculty; Staff Role; Liberal Arts; Industrial Psychology; Employee Attitudes; Morale; Organizational Climate; School Culture; Subcultures; Intergroup Relations; Job Performance; Work Environment; Pennsylvania + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Betriebspsychologie; Industriepsychologie; Arbeitnehmerinteresse; Moral; Organisationsklima; Schulkultur; Schulleben; Subculture; Subkultur; Intergruppenbeziehungen; Work performance; Arbeitsleistung; Arbeitsmilieu
Abstract	To date there is limited research on organisation-based self-esteem within the higher education environment. This quantitative study addresses that gap by investigating the differences in organisation-based self-esteem between two subgroups: academic teaching staff ('faculty' in the United States) and administrative staff, excluding senior managers, ('staff' in the United States). Through analysis of variance and factor analyses of 233 survey respondents across five small liberal arts institutions in North Eastern United States, this study suggests self-esteem imbalances between the two subgroups. Results point towards subgroup inequities in perceived value that can lead to reduced engagement, commitment and positive organisational behaviours. The study offers organisation-based self-esteem as a new data point for institutions striving to provide the best outcomes for students and the employee groups that support them. It provides targeted interventions and challenges academic organisations to reflect on processes and cultural norms that may be negatively affecting students and employees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01