Harmonising the Interface Between Academic and Administrative Mind-Sets

Preymann, Silke; Sterrer, Stefanie; Ehrenstorfer, Barbara; Gaisch, Martina; Aichinger, Regina

doi:10.1007/978-94-6300-675-0_12

Cited by 6 publications

(8 citation statements)

References 54 publications

(81 reference statements)

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“…Besides, from the theoretical perspective, a more comprehensive model of OCBs is needed to guide future research in Malaysian higher education institutions that correlate OCBs with several predictors, such as trust, job satisfaction, workplace environment, and procedural justice. Future research can also examine these relationships with a broader array of organizational outcomes such as measuring academics' performance as an extended study of their level of OCBs (Kim, Eisenberger, & Baik, 2016;Preymann et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Although academic staff encounter various challenging tasks in their daily routine (Preymann et al, 2016), they are inclined to render ultimate commitments as well as intensive and extensive efforts to the organization. Their commitment as willingness to perform tasks beyond in-role formal job specifications are certainly desired by leaders and organizations.…”

Section: Introductionmentioning

confidence: 99%

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Organizational Citizenship Behavior of Academic Staff in Malaysian Research Universities

Hassan¹,

Asimiran²,

Basri³

et al. 2021

IJARBSS

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This study examined the level of organizational citizenship behavior of academic staff in Malaysian Research Universities. This study employed a quantitative descriptive survey whereby a total of 372 academic staff from five Research Universities were selected as samples for the study. An instrument consisting of 24 items was used to measure the level of academic staff' organizational citizenship behavior at the workplace. The data were collected and analyzed using descriptive statistical tools (frequency, percentage, mean, and standard deviation). The descriptive analysis showed that the level of organizational citizenship behavior (mean = 5.91, SD = 0.56) was high. The result of this study also found that the highest dimension of organizational citizenship behavior was contributed by the dimension of courtesy (mean = 6.36, SD = 0.59), followed by the dimension of conscientiousness (mean = 5.96, SD = 0.74). The lowest dimension was contributed by Civic Virtue (mean = 5.55, SD = 0.80). Overall, academic staff' organizational citizenship behavior was confirmed as a significant factor in enhancing institutional development in Malaysian Research Universities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Organizational Citizenship Behavior of Academic Staff in Malaysian Research Universities

Hassan¹,

Asimiran²,

Basri³

et al. 2021

IJARBSS

View full text Add to dashboard Cite

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“…In Norway, as in Sweden (Eckman et al, 2017), the reform focussed on the installation of institutional leadership at departmental level and a reconfiguration of relations with state funding bodies. A study of the interaction between academic and administrative functions in an Austrian technical university showed a hybridisation of institutional forms and activities based on competing professional academic and corporate administrative logics (Preymann et al, 2016). De Boer et al's (2007) study of organisational transformation in Dutch universities has shown that while there is a visible trend towards the adoption of the rational organisational model it has occurred alongside more traditional patterns of organising from which it could be argued 'a new archetype of organization is emerging' (p. 43).…”

Section: Including the Emergent Paradigm In The Organisation Of Highementioning

confidence: 99%

Reframing the university as an emergent organisation: implications for strategic management and leadership in higher education

Doyle

Brady

2018

Journal of Higher Education Policy and Management

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For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational design and change management. Underlying this account is an assumption of organisational autonomy and the capacity of designated leaders to direct change processes to better align their institutions with societal demands or goals. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process and considers how future research and policy formulation relating to strategic management and leadership might facilitate positive outcomes in that process.

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“…To find out more about the motivating forces behind third-stream activities may be even more relevant in view of the global massification trends of higher education [14] and the emergence of the knowledge economy, which have been driving the steady rise for societal commitment of higher education institutions (HEIs). In the myriad of today's complex world, HEIs find themselves in the middle of economic, social and political pressures and are increasingly required to take on conflicting roles as civic, regional, national and global entities with differing orientations, priorities and outlines [15].…”

Section: Introductionmentioning

confidence: 99%

Third Mission Activities at Austrian Universities of Applied Sciences: Results from an Expert Survey

2019

Self Cite

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This article looks at third mission activities as an integral part of universities of applied sciences (UAS) and sheds light on the wide portfolio of third stream initiatives at the Austrian applied higher education sector. In a pilot study, this research explores how the sector (consisting of 21 UAS) perceives its role as an enabler for prosperity, innovation and knowledge transfer in the local areas. In addition, we sought to identify the wide range of potential rationales behind regional engagement, attempted to differentiate between concepts that primarily target the traditional roles of universities (teaching and research) and seek to integrate third mission elements (Entrepreneurial University, Triple Helix, Mode 2) with an eye on economic gains and those that foreground additional responsibilities at the tertiary level for societal purposes. In this sense, we sought to carve out to what extent institutions also engage in third mission activities predominantly for non-economic reasons (Engaged University, Regional Innovation Systems, Sustainable University). Such a differentiation may have the potential to outline the paradigms for third mission activities in a more systematic and structured way. In addition, this analysis may allow Austrian UAS to make more informed decisions along the lines of third-stream initiatives that are based on their strategic positioning and profile.

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Harmonising the Interface Between Academic and Administrative Mind-Sets

Cited by 6 publications

References 54 publications

Organizational Citizenship Behavior of Academic Staff in Malaysian Research Universities

Organizational Citizenship Behavior of Academic Staff in Malaysian Research Universities

Reframing the university as an emergent organisation: implications for strategic management and leadership in higher education

Third Mission Activities at Austrian Universities of Applied Sciences: Results from an Expert Survey

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