The role of job involvement and career commitment between person–job fit and organizational commitment: a study of higher education sector

2020 ◽  
Vol 35 (1) ◽  
pp. 109-130
Author(s):  
Jeevan Jyoti ◽  
Poonam Sharma ◽  
Sumeet Kour ◽  
Harleen Kour
Keyword(s):  
Higher Education ◽  
Organizational Commitment ◽  
Wide Spectrum ◽  
Career Commitment ◽  
Job Involvement ◽  
Education Sector ◽  
Mediation Model ◽  
Multiple Mediation ◽  
Content Type ◽  
The Impact

PurposeOrganizations try to appoint individuals who fit in with their values and goals. Employees who do not fit in with the organization's core values and goals prefer not to stay on for a longer period of time. The present study is an attempt to explore the impact of person–job (P–J) fit on organizational commitment through job involvement and career commitment with an application of a serial multiple mediation model.Design/methodology/approachData have been collected through a structured questionnaire. The population comprised the teachers, working in the higher education sector. The different constructs used have been duly validated with the help of exploratory and confirmatory factor analyses. Further data reliability and scale validity have been checked too. In order to test the serial multiple mediation model, the authors adopted a regression-based approach and bootstrapping method suggested by Hayes (2012; 2013). Accordingly, PROCESS developed by Hayes (2012) has been used.FindingsThe results revealed that job involvement and career commitment mediate the relationship between P–J fit and organizational commitment individually as well as together.Research limitations/implicationsThe present study is confined to government degree colleges only. The element of subjectivity might not have been checked completely as teachers have responded on the basis of their own experience and perceptions regarding the items in the questionnaire. The study is cross sectional in nature.Practical implicationsThe paper addresses the interest of wide spectrum of stakeholders including the management, organizations and employees. So, the authors have extended general implications, which are for all those organizations that want to improve person–organization (P–O) fit and commitment of their employees. These implications will help organizations to take specific initiatives to improve the P–J fit of their employees, which will subsequently enhance their commitment level.Originality/valueThe findings of the present study will help the stakeholders in the higher education sector to identify best employees and undertake the initiatives to generate better job involvement and commitment, which will be a win–win strategy for both (employees as well as the organizations).

Testing the effects of job satisfaction on organizational commitment

2019 ◽  
Vol 39 (4) ◽  
pp. 525-542
Author(s):  
Barooj Bashir ◽  
Abdul Gani
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Organizational Commitment ◽  
Organizational Support ◽  
Structural Equation ◽  
Equation Modeling ◽  
Percentage Increase ◽  
Content Type ◽  
University Teachers ◽  
The Impact

Purpose As universities are human capital intensive organizations, practices followed by a university for enhancing the satisfaction of its teachers can be of great help in attracting, retaining and managing highly qualified and competent teachers. The purpose of this paper is to empirically examine the impact of job satisfaction (JS) on organizational commitment (OC) of university teachers in India. Design/methodology/approach A total of 396 academicians are surveyed to assess the subjects’ responses to JS and commitment questionnaire. Structural equation modeling (SEM) was used in the process of statistical analysis. Findings The results confirmed a significant impact of JS on OC of university teachers in India. With 1 percent increase in estimates of pay and job security (PJS), organizational support (OS) and job challenge (JC), there would be 21, 36 and 49 percentage increase, respectively, in OC of university teachers. Of all the factors of JS, JC is the most significant contributing factor, followed by OC and PJS that help in motivating and retaining the teachers in higher education institutions in India. Research limitations/implications The sample of the study has been chosen from the higher education sector in Northern India, and so it still needs to be explored whether the findings of this study can be replicated in different geographical areas and organizational settings for further verification and generalization. Practical implications Encouraging greater satisfaction among the faculty members may positively influence work-related behaviors, especially commitment among the teachers. The paper may benefit the decision makers in universities to follow the proactive practices to improve the satisfaction and commitment of teachers as educational performance is of priority on the national agenda. Originality/value The study provides useful insights about a JS-OC relationship model and informs the stakeholders on how to create an enabling environment at the policy and practice level that would help in attracting and retaining teachers in universities in India. It contributes to enriching the JS and OC literature in a sector and a country poorly addressed so far in research.

Human resources management practices and organizational commitment in higher education

2020 ◽  
Vol 34 (1) ◽  
pp. 154-174 ◽  
Author(s):  
Mohammed Aboramadan ◽  
Belal Albashiti ◽  
Hatem Alharazin ◽  
Khalid Abed Dahleez
Keyword(s):  
Higher Education ◽  
Organizational Commitment ◽  
Work Engagement ◽  
Management Practices ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Content Type ◽  
Hrm Practices ◽  
Palestinian Universities ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of human resource management (HRM) practices on organizational commitment in Palestinian universities, and to examine the mediating effect of work engagement as a black-box mechanism that defines HRM practices–organizational commitment relationship. Design/methodology/approach The source of the data is from 237 employees (academics and administrative staff) from Palestinian universities. The authors used structural equation modeling to verify the hypotheses. Findings The results reveal that HRM practices have a significant impact on employee organizational commitment in higher education. In addition, work engagement showed a significant mediating effect between performance appraisal and organizational commitment on the one hand, and between rewards and compensation and organizational commitment on the other hand. Practical implications The study suggests university managers to capitalize on HRM practices as vehicle to trigger positive work-related attitudes. Originality/value The study contributes to the literature by examining the impact of HRM practices on organizational commitment through the mediation role of work engagement in higher education of a non-western context. The study is one of the few studies that is conducted in the middle east.

The fair sex and unfair treatment in management of community-based organizations

2017 ◽  
Vol 38 (4) ◽  
pp. 518-532
Author(s):  
Anat Freund
Keyword(s):  
Organizational Commitment ◽  
Career Commitment ◽  
Job Involvement ◽  
Work Attitudes ◽  
Affective Organizational Commitment ◽  
Community Based ◽  
Content Type ◽  
For Profit ◽  
Community Based Organizations ◽  
Not For Profit

Purpose The purpose of this paper is to examine the influence of gender on the organizational commitments of managers in community-based organizations. Design/methodology/approach A total of 327 managers in community-based organizations were asked about their work attitudes. LISREL analysis was performed. The dependent variable was the intention to withdraw from the organization. The questionnaires were mailed to the sampled population. In all, 202 questionnaires were returned, representing a 62 percent response rate. Findings Findings show that for women, job involvement was related to affective organizational commitment and to career commitment, but not to continuance organizational commitment. The current research offers an alternative path structure to that of Randall and Cote’s (1991) original model, which does not relate job involvement to continuance organizational commitment. As for men, the author found a significant relationship between job involvement, career commitment, and affective organizational commitment. Hence, men’s work attitudes in this study are consistent with those elicited in the original research model. Regarding the factors influencing withdrawal intentions among women, the author found that career commitment influenced the initial intention to withdraw from the organization and thinking of quitting. The author also found that affective organizational commitment influenced initial intention to withdraw, thinking of quitting, and search intentions. Among men, there was a significant relationship between job involvement, career commitment, and affective organizational commitment. Research limitations/implications Future research should use multiple informants for assessing the model as well as a longitudinal design. Another potential avenue of research is to examine whether the findings hold true across professions and sectors. Practical implications The findings are important for community-based organizations because they are not-for-profit organizations; therefore, the provision of good service to the community is based on managers’ high levels of commitment. In addition, results could assist managers in developing a policy to bolster adequate work attitudes by considering the differences between men and women, in order to retain high-quality workers in the organization. Social implications The social contribution of this study derives from the demographic differences found between men and women, and according to the literature that supports the inclusion of different genders, cultures, and social groups in community-based organizations. Originality/value The findings are important for community-based organizations because they are not-for-profit organizations and therefore good service to the community is based on high commitment of managers.

scholarly journals Consequences of KPIs and performance management in higher education

2016 ◽  
Vol 30 (6) ◽  
pp. 881-893 ◽  
Author(s):  
Therése Kairuz ◽  
Lynn Andriés ◽  
Tracy Nickloes ◽  
Ilse Truter
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Performance Management ◽  
Human Resources Management ◽  
Holistic Approach ◽  
Education Sector ◽  
Content Type ◽  
Performance Management Systems ◽  
And Performance ◽  
The Impact

Purpose – The core business of universities is learning. Cognitive thinking is critical for learning and the development of new knowledge which are essential in higher education. Creative, reflective and critical thinking are negatively affected by unrealistic demands and stress. The purpose of this paper is to argue that key performance indicators (KPIs) and performance management are detrimental in the higher education sector, as they cause undue stress which impacts negatively on an essential criterion of academia, cognitive thinking. Design/methodology/approach – To explore this issue, the authors discuss the impact of stressful demands in the context of Australian higher education. The paper draws on literature that describes managerialism and on neuroscientific evidence to develop a hypothesis that supports a more holistic approach to human resources management of academics. Findings – Performance management and measures (including KPIs) add to the complex demands of academic work despite a lack of evidence that they are appropriate in the higher education sector. Originality/value – Performance management systems and KPIs undermine creative, reflective and critical thinking. Principles governing education should supersede the ever-growing emphasis that is being placed on quantitative measures and bureaucratic demands in higher education.

Universities as inclusive learning organizations for women?

2018 ◽  
Vol 25 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Patricia Gouthro ◽  
Nancy Taber ◽  
Amanda Brazil
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Learning Organizations ◽  
Education Sector ◽  
Leadership Roles ◽  
Content Type ◽  
Inclusive Learning ◽  
Academic Faculty ◽  
Critical Feminist ◽  
The Impact

Purpose The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector. Design/methodology/approach Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles. Findings It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education. Originality/value The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

scholarly journals The neoliberal reality of higher education in Australia: how accountingisation is corporatising knowledge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ann Martin-Sardesai ◽  
James Guthrie AM ◽  
Lee Parker
Keyword(s):  
Higher Education ◽  
Performance Measurement ◽  
Social Services ◽  
Online Survey ◽  
New Public Management ◽  
Business Schools ◽  
Education Sector ◽  
Content Type ◽  
Research Activities ◽  
The Impact

Purpose As accounting academics, the authors know that performance measurement is well-trodden ground in the literature. Yet rarely have they turned their gaze inwards to examine the performance controls which they are subject to in the own everyday working life. Over the past 40 years, the rise of the New Public Management paradigm and neoliberalism has intensified changes in the way universities, disciplines and individual academics justify the quality of their work. This paper aims to explore the impact of accountingisation on the field and the Australian public sector higher education sector. Design/methodology/approach The perceptions of accounting academics in Australia’s 37 business faculties and schools were collected via an online survey. Additionally, a document analysis of annual reports, internal reports, strategy documents and other confidential material were also used. Findings The changes have included the use of corporate and individual research metrics aimed at increasing institutional status, brand reputation and revenue generation. These changes have transformed business schools and universities into commercial enterprises and commoditised education. What this analysis demonstrates is the apparent relationship between various government agendas, the commercialisation of universities and the distortion of the research activities by individual academics. For increased profits and efficiencies, individual scholars have paid the highest price. Practical implications If the accounting discipline is to be sustainable in the long term, business schools in Australia must reconfigure their performance measurement systems. Originality/value To date, research on “accountingisation” has previously been primarily conducted in the health and social services sectors. This research raises rarely heard voices to expose the actual social and human costs of accountingisation in Australia’s higher education sector.

scholarly journals Servant leadership and academics outcomes in higher education: the role of job satisfaction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammed Aboramadan ◽  
Khalid Dahleez ◽  
Mohammed H. Hamad
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Servant Leadership ◽  
Work Engagement ◽  
Affective Commitment ◽  
Positive Impact ◽  
Education Sector ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of servant leadership on work engagement and affective commitment among academics in higher education. Moreover, the paper highlights the role of job satisfaction as an intervening mechanism among the examined variables. Design/methodology/approach Self-administered questionnaires were distributed to academics working in the Palestinian higher education sector. We used structural equation modelling to examine the hypotheses. Findings A positive relationship was found between servant leadership and affective commitment. The relationship between servant leadership and work engagement is fully mediated by job satisfaction, whereas partial mediation was found between servant leadership and affective commitment. Both work engagement and affective commitment have a positive impact on academics’ job performance. Practical implications The paper provides a fertile ground for higher education managers concerning the role of leadership in stimulating work engagement and organisational commitment among academics. Originality/value First, the paper is one of the few studies that empirically examines servant leadership in higher education using data coming from a non-Western context because most of the servant leadership research is conducted in the Western part of the world (Parris and Peachey, 2013). Second, we empirically provide evidence for the argument that servant leadership is needed in higher education. Third, the paper contributes to the limited body of research on work engagement and commitment in the higher education sector.

An investigation of the antecedents of turnover intentions and job hopping behavior

2017 ◽  
Vol 6 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Sharjeel Saleem ◽  
Beenish Qamar
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Turnover Intention ◽  
Structural Equation ◽  
Job Involvement ◽  
Faculty Members ◽  
Equation Modeling ◽  
Content Type ◽  
Alternative Employment ◽  
The Impact

Purpose It is believed that dissatisfied employees are more likely to leave, but research shows that satisfied employees also do not necessarily stay. It is important to understand why employees leave. Therefore, the purpose of this paper is to investigate empirically the antecedents of turnover intention and job hopping, simultaneously, in Pakistani universities. It investigates the impact of perceived alternative employment, job satisfaction and job involvement on turnover intention and job hopping behavior, with organizational commitment as a mediator. Design/methodology/approach The variables were measured through established questionnaires and the results were analyzed through structural equation modeling on a sample of 250 faculty members from both public and private universities. Findings Results revealed that faculty members do not intend to leave or hop jobs if they are satisfied with their jobs and this relationship is mediated by organizational commitment. Perceived alternative employment also showed a positive relationship with employees’ intentions to quit; while faculty members would job hop, if not satisfied, despite lacking substantial alternative employment opportunities. Practical implications Research reveals that employee retention, even in developing countries, is not just about money. Rather, the satisfaction that a person gets from his/her job or the environment in which the employee works serves as a significant antecedent of employee retention. Thus, accordingly some well-planned perks and rewards can serve as a source of extrinsic as well as intrinsic motivators. Originality/value This study has investigated the impact of job satisfaction, job involvement, perceived alternative employment, organizational commitment, turnover intention and job hopping along with the dimensions of job satisfaction and organizational commitment in a simultaneous manner through structural equation modeling. It will correspondingly add worth to the discussion in the literature about reasons of employee turnover and job hopping behavior within the specific context of Pakistani universities because there are no official statistics available regarding the number of faculty members leaving or job hopping among various universities. In addition, not much work has been done in this regard, therefore, it shall also provide the basis for future research studies.

scholarly journals What we can learn from elite academic staff publication portfolios: a social network analysis

2020 ◽  
Vol 72 (4) ◽  
pp. 605-624
Author(s):  
Maria J. Grant ◽  
Robyn R. Lotto ◽  
Ian D. Jones
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Academic Writing ◽  
Academic Staff ◽  
Education Sector ◽  
Rapid Expansion ◽  
Content Type ◽  
The Impact

PurposeThe study aims to construct an understanding of professional academic writing network structures to inform organisational strategic investment in academic staff development.Design/methodology/approachLongitudinal social network analysis is used to examine the personal-networks evident in the publication portfolios of a purposive sample of four international academics across each quartile of the SCOPUS defined area of General Nursing's top 100 authors.FindingsTrends in the publication portfolios of elite academics across gender, sector and geographic location are presented. In the first years of successful writing for publication, authors collaborate within a single highly connected co-author network. This network will typically expand to include new co-authors, before additional separate co-author collaborations emerge (three- to four- years). Authors experience steady growth in co-author numbers four- to seven- years from first co-authored publication. After a period of rapid expansion, these collaborations coalesce into a smaller number of highly connected groups (eight- to ten- years). Most collaborations occur within the higher education sector and across multiple disciplines including medicine, social sciences and psychology. Male co-authors are disproportionately represented in what is a predominantly female profession.Practical implicationsThe development of extended co-author networks, locally, internationally and across the higher education sector, enable authors to attain the marker of achievement required by universities and government funding bodies, namely sustained output of academic publications. Identified trends support the inclusion of investment in academic time and resources in higher education institutions strategic and operational plans to enable academic staff to develop interdisciplinary professional networks. In focussing this investment on gender equality, female academics will experience parity of opportunity in achieving their organisational and personal goals relating to professional academic writing. Medium-term investment may be required before the impact of that investment becomes apparent.Originality/valueThis is the first example of social network analysis used to determine characteristics of professional academic writing portfolios over time. Findings inform the type and range of investment required to facilitate academic staff writing activities, specifically those publishing in the area of General Nursing.

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