Research in US higher educational institutions over more than a decade has produced dimensions defining aspects of inputs, processes and outcomes which are important for organisational effectiveness (OE) (Cameron, 1978). Furthermore, these dimensions have been shown to vary systematically to define the domain of each type of institution (e.g., ivy league versus regional college). A significant step in the process of exploring various relationships impacting on effectiveness in Australian higher education would be to derive a classification along the fines of Cameron's work. This paper first reviews research in Australian higher education testing Cameron's dimensions and exploring aspects of organisational climate which appear to represent equally important dimensions of organisational effectiveness Ryder, 1988, 1989).This study then undertakes a combined analysis of Cameron and of Jones and James (1979) variables to identify a more comprehensive set of dimensions. Discriminant procedures successfully predict and further define the single taxonomy suggested by the previous work involving organisational climate only (Lysons, 1990). Finally, the implications of these findings with particular regard to very recent structural adjustments in the higher education system are discussed including reference to further OE research directions undertaken in this ongoing program. Organisational research in higher educationArguably, one of the most significant contributions in the study of organisational effectiveness in higher education was the work of Cameron (1978). His approach was to empirically identify dimensions of OE involving aspects of student, staff and organisational issues. His nine dimensions involve student (1) academic (2) career, and (3) personal development, and (4) satisfaction; staff(5) professional development and quality, and (6) satisfaction; and the organisation's (7) health, (8) openness in the community, and (9) ability to acquire resources (see also Lysons and Ryder, 1988, p. 324). Ultimately, Cameron (1981) was able to demonstrate how these dimensions systematically classified various categories of institutions (e.g., Ivy league, State funded universities, institutes of technology, regional colleges, etc.) by defining their different domains of activity (e.g., elite high morale, elite low morale, external oriented and mediocre types of organisations, respectively).This was an important development because the taxonomy portrayed the truly complex mosaic of the higher education system in the US at that time. It illustrated the multivariate and multi-dimensional nature of organisational effectiveness in higher education while confirming the generally held intuitive view of the system's structure. Significantly, Cameron went on to use this model as the basis for institutional research to assist management decision making and in further related

No abstract

4 ferrets were trained to discriminate upright and inverted triangles; on transfer tests they generalized to outline figures, small figures, and isosceles triangles. After training to discriminate an upright triangle from a cross, the ferrets generalized to outline figures, rotated figures, and a background of 2-cm. striae. A number of differences in performance between ferrets and hooded rats are noted.

No abstract

A number of dramatic changes have occurred in the higher education system since the Jarratt Report into efficiency and effectiveness in the United Kingdom. Building on Cameron's (1978Cameron's ( , 1981Cameron's ( , 1986 seminal work on organisational effectiveness (OE) in higher education, this paper describes a test of his approach in the U.K. in an effort to establish the groundwork of an organisational effectiveness perspective for policy decisions, organisational analysis and management, and further research. Overall, the findings indicate that the scales developed by Cameron in the U.S. demonstrate considerably higher levels of reliability in the U.K. than in Australia. The explanation appears to be related to cultural differences in that the U.S. and the U.K. have stronger enduring traditions linking reputation and resources (Bigelow 1980). These and results of more detailed analysis suggest the importance of further study to unravel both cultural specific interpretation and thicker descriptions of organisational issues to facilitate future policy and management decisions (Lysons 1990a(Lysons , 1990b.

Abstract. This study explores systematic relationships between management attitudes about recent transitions in the funding and structure of higher education in Australia (Meek and Goedegebuure, 1989) and the domains of the taxonomy emerging from ongoing organisational effectiveness research based on these institutions (Lysons, 1990b). The results reinforce the integrity of the previously established 4 group framework and flesh-out more fine-grained issues which may militate against the smooth transition of amalgamated institutions to university status, on the one hand, and the enhancement of diversity on the other.

Attempts to explore the role of organisational climate in organisational effectiveness have been hampered by inadequacies in existing climate measures (e.g. Cameron, 1978aCameron, , 1978b. This paper describes the application of Jones & James (1979) perceived climate measures on a sample of senior level Australian academics. Six climate factors were identified: organisational conflict and ambiguity; two leadership components (facilitation and supportiveness, directiveness); work group cooperation in policy committees and immediate workgroups; and organisational and professional esprit. The data reduction procedures used produced results which strongly confirmed Jones and James findings but involved only approximately one-third of their variables. This represents a more efficient measurement approach and furthers the opportunity for understanding and management of climates in effective organisational outcomes. Implications for future studies of senior managerial perceptions of climate are discussed.

Cameron's (1978Cameron's ( , 1986 nine postulated dimensions of effectiveness in U.S. tertiary institutions were tested in an Australian sample. The findings suggested that higher education administrators should exercise caution when extrapolating from Cameron's results at least in the Australian context. Areas for future research are also suggested by cross-cultural comparisons.Several disciplines in the social sciences have attempted to model and prescribe the determinants of organisational effectiveness. Reviews of the literature (e.g. Steers, 1977) have been critical of inadequacies in construct development, the divergence in research methods and the lack of relevance of results themselves.