Factors Predicting Organizational Identification with Intercollegiate Forensics Teams

Abstract

This study examines the relationship between intercollegiate forensics competitors' organizational identification and organizational culture. Through a survey analysis of 314 intercollegiate forensics students, this study reports three major findings. First, this study found male competitors identify with forensics programs more than female competitors do. Second, this study found African-American competitors identify with their programs more than other ethnicities do. Third, the correlation between organizational identification and organizational cultural understanding is multidimensional with positive and negative correlations between organizational identification and different factors of organizational culture. The nature of forensics and team social support are discussed as reasons for student identification.

Connection, Restructuring, and Buffering: How Groups Link Individuals and Organizations

“…The studies are limited, however, in that they either examined how structures generally, but not specific to personal and organizational identities, are constituted in social interaction (e.g., Kirby & Krone, 2002;Kuhn & Nelson, 2002) or how external groups directed toward social issues help members align their personal and organizational identities (Berger et al, 2006). In addition, Croucher et al (2009) found a relationship between group interaction in meetings and organizational identification, but the quantitative nature of their data provides little insight into the nature of this relationship and specific ways in which internal group interaction may link members to the larger organization. This study is designed to address these voids in understanding through the following research question: RQ: How do groups link individuals and the organization via identification?…”

“…Finally, a recent quantitative study found a significant relationship between perceptions that college forensic team meetings were functional (e.g., time was well used, enabled effective decision making, etc.) and member levels of organizational identification (Croucher, Long, Meredith, Oommen, & Steele, 2009). Interestingly, this relationship was negative.…”

Using Film to Illustrate Theory: A Case Study ofHigh Fidelity

“…Of course, as noted by VanOosing (1985) and Ulrich (1986), film offers a fictionalized version of everyday discourse and behavior. In keeping with the perspective of Proctor and Adler (1991), we wish to note that the goal of using High Fidelity is to examine how well the theoretical model is demonstrated in the film rather than to ''prove'' the theoretical model itself. By viewing and analyzing High Fidelity students can learn can a great deal about accounts, account-making, how to apply theory, and hopefully, will be able to transfer the knowledge to their real life experiences in relationships.…”

“…It is important to note that although the use of film as a pedagogical tool has its critics (Ulrich, 1986;VanOosting, 1985) because it offers a fictionalized version of everyday discourse and interaction, supporters such as Proctor and Adler (1991) argue that the pedagogical goal is not to ''prove'' theory in film but rather to analyze how well and how accurately theory has been demonstrated in film. Thus, film can be used to actually question the limits of theory or reveal its inconsistencies.…”

Kültürel Farkliliklarin Örgütsel İleti̇şim, İş Tatmi̇ni̇, Bi̇reysel Performans Ve Örgütsel Bağlilik Üzerine Etki̇si̇

“…After reviewing the social science literature, it was observed that the cultural factors are affecting many organizational concepts such as job satisfaction, individual performance, organizational commitment and organizational communication (Gurdal, 1997;Reilly and DiAngelo, 1990;Akıncı, 2002;Stolp, 1996;Eroğlu and Özkan, 2009;Kılıç, 2006;Croucher et. al, 2009;Peters and Waterman (1987).…”