scholarly journals The Relationship between Organisational Culture and Job Satisfaction in Higher Education Institutions: The Bishkek Case

2021 ◽  
Author(s):  
Celalettin Serinkan ◽  
Mehmet Kiziloglu
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Service Sector ◽  
Higher Education Institutions ◽  
Organisational Culture ◽  
Business World ◽  
University Employees ◽  
Factors Influencing ◽  
Medium Strength ◽  
The Relationship

Organisational culture and job satisfaction are crucial insofar as human resources are the most valuable resources organisations have in today's business world. Organisational culture encompasses the characteristics that unite and integrate employees of an organisation and distinguish them from employees of other institutions. An employee who has high job satisfaction is an employee who enjoys his/her job and is satisfied with the conditions provided by the organisation. By doing the best that they can do, employees with high job satisfaction ensure that the institution has a competitive advantage and, as a result, extends its life. In this study, questions about organisational culture, levels of job satisfaction and factors influencing them were examined in higher education institutions in Bishkek, Kyrgyzstan. Determining the relationship between organisational culture and job satisfaction in higher education institutions was also one of the objectives of this study. In this study, factors influencing organisational culture and job satisfaction in the case of higher education institutions in the service sector were investigated. In line with the research objective, a questionnaire was conducted in order to be able to explain the factors influencing organisational culture and job satisfaction of university employees and describe the relationship that exists, if any, between organisational culture and job satisfaction. Results showed that there is a significant linear and positive correlation between organisational culture and job satisfaction at a level of 47.2 %, which corresponded to a medium strength. In this case, an improvement in organisational culture will cause an increase in job satisfaction.

scholarly journals Factors Influencing A Customer-Service Culture In A Higher Education Environment

2004 ◽  
Vol 2 (2) ◽  
Author(s):  
Jacques Liebenberg ◽  
Neil Barnes
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Customer Service ◽  
Organisational Culture ◽  
Learner Satisfaction ◽  
Staff Members ◽  
Education Environment ◽  
Customer Care ◽  
The Relationship

The higher education environment is experiencing significant changes, and the focus is moving to competitiveness and customer care. The role of organisational culture and job satisfaction in the delivery of quality customer service was investigated in this study. The indications are that a relationship should exist between organisational culture and learner satisfaction, but it transpired that the relationship between staff members’ job satisfaction and learner satisfaction was not significant. An evaluation of a proposed learner-satisfaction model revealed interesting dynamics influencing relationships between the core dimensions studied. OpsommingDie hoëronderwysomgewing is besig om betekenisvol te verander, en die fokus is besig om na mededingendheid en kliëntesorg te verskuif. Die rol van organisasiekultuur en werksbevrediging in die lewering van hoëgehaltekliëntediens is in hierdie studie ondersoek. Daar is aanduidings dat daar ’n verband tussen organisasiekultuur en leerdertevredenheid is, maar dit het geblyk dat daar nie ’n betekenisvolle verband tussen werksbevrediging en leerdertevredenheid is nie. ’n Evaluering van ’n voorgestelde leerdertevredenheidsmodel het interessante dinamika wat die verhouding tussen die kerndimensies van die studie beïnvloed, aan die lig gebring.

scholarly journals Exploring the relationship between Job Commitment and Job Satisfaction through a Review of Literature

2017 ◽  
Vol 13 (01) ◽  
Author(s):  
Babulal Rajak ◽  
Mrinalini Pandey
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Higher Education Institutions ◽  
Review Of Literature ◽  
Job Commitment ◽  
Primary Motivation ◽  
Level Of Motivation ◽  
The Relationship

The primary motivation behind the review was to examine the interrelation between job commitment and job satisfaction of individuals in higher education institutions and its effect on their performance. This study focuses on various theories related to job commitment and job satisfaction. Keeping in mind the end goal to have better standard of life and to satisfy one’s needs, one has to work with satisfaction as it brings about development not only for the employees but also enhances the productivity and service to the institution consequently it increases the commitment to the institution. Following are the research objectives for this study (1) To look at the interrelation between job commitment and job satisfaction among the employee of an institution of higher education (2) To examine the effect of employee on job satisfaction and job commitment due to their biographical characteristics (3) To examine the significant way to motivate employee in order to boost the job satisfaction. The result showed that there exists a critical connection between job commitment and employment fulfillment of a person. The study highlights that the higher the level of motivation the greater the enhancement of satisfaction and commitment of the employees towards their institution.

scholarly journals DETERMINANTS OF ACADEMIC FRAUD IN HIGHER EDUCATION INSTITUTIONS: A FRAUD TRIANGLE PERSPECTIVE

2021 ◽  
Vol 58 (2) ◽  
pp. 3879-3892
Author(s):  
Kamaruzzaman Muhammad, Erlane K Ghani, Muhammad Asyraf Haziq Rossli
Keyword(s):  
Higher Education ◽  
Questionnaire Survey ◽  
Positive Relationship ◽  
Higher Education Institutions ◽  
Fraud Triangle ◽  
Academic Fraud ◽  
Factors Influencing ◽  
Policies And Procedures ◽  
Triangle Theory ◽  
The Relationship

This study examines the factors influencing academic fraud based on two components of the fraud triangle theory in a faculty of a university from the perspective of students. Specifically, this study examine whether pressure and opportunity increase the students’ propensity to commit academic fraud. Using questionnaire survey on 227 respondents, this study shows a positive relationship between pressure and academic fraud. Among the reasons for the presence of pressure are wanting to help a friend, not likely to get caught, assessment being too difficult and pressure to get good grades. This study also shows a positive relationship between opportunity and academic fraud. Among the reasons are little or no discussion in class on academic fraud with specific examples and explanations of the consequences and, little or no reference being made to the University’s policy on academic fraud in the syllabus and, students do not sign a statement that their work is their own. The findings of this study may enhance the readers understanding toward the relationship between the variables. This is imperative for a university especially the management to consider academic fraud as a serious issue. It is hope that the faculty can devise appropriate policies and procedures or improve its existing system to minimise the instance of academic fraud in the future, as well as meeting its organisational goals.

scholarly journals The Relationship between Psychological Capital, Job Performance and Job Satisfaction in Higher Education Institutions Offering Sports Education

2020 ◽  
Vol 10 (3) ◽  
pp. 57
Author(s):  
Yunus Sinan Biricik
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Job Performance ◽  
Organizational Behavior ◽  
Psychological Capital ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Positive Correlation ◽  
Sports Science ◽  
The Relationship

Psychological capital, which is one of the developing areas of positive organizational behavior, is seen as a psychological resource that can encourage development and performance among employees. In the field of sports education, increasing the psychological capital levels of the employees and increasing the performance and job satisfaction can be effective. The aim of this study is to determine the psychological capital, job performance and job satisfaction levels of academic staff working in higher education institutions offering sports education in terms of various variables and to examine the relationship between them. The study sample consisted of a total of 122 sports science academicians, including 30 female and 92 males, who worked in different regions of Turkey. The Organizational Psychological Capital Scale, Job Performance and Job Satisfaction Scales were used as data collection tools in the study. The data were analyzed using descriptive statistics, t-test, ANOVA, Tukey HSD and correlation test. According to the findings obtained in the research, a high level of positive correlation was found between the psychological capital dimensions and job performance. Again, a moderately positive correlation was found between the psychological resilience, hope and self-efficacy dimensions of the psychological capital and job satisfaction. 

Total Rewards and Its Influence on Job Satisfaction and Organisational Commitment in Higher Education

2020 ◽  
Vol 43 ◽  
Author(s):  
Calvin Mabaso
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Systematic Sampling ◽  
Organisational Commitment ◽  
Data Set ◽  
Total Rewards ◽  
The Relationship

The shortage of academic staff and the inability of higher education institutions to attract and retain highly qualified talent are critical problems in tertiary education. With the aim of addressing these issues, this article investigates the relationship between total rewards, job satisfaction and organisational commitment in higher education institutions in South Africa. A survey design was used in the study that was conducted. The systematic sampling technique was used to obtain the sample (N = 279) from two universities of technology. The measuring instruments used were the Total Rewards Questionnaire based on the World at Work Total Rewards Model, the Job Satisfaction Survey and the Organisational Commitment Questionnaire. Using the SPSS 24 and AMOS 24 software programs, structural equation modelling (SEM) was performed to analyse the data set. The results revealed that some elements of total rewards had a strong relationship with job satisfaction and organisational commitment among academic staff. The contribution of this study was to enhance the comprehension of existing literature on the relationship between the predictor variables (total rewards elements), job satisfaction and organisational commitment. The findings provided evidence that total rewards played a major role in influencing both job satisfaction and organisational commitment in higher education institutions. Therefore, the rewards specialists in universities of technology could apply a total rewards system to maintain, or even promote, academics’ job satisfaction and organisational commitment.  

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

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