Seven steps to academic shared governance

et al. 2020

Preprint

To develop and validate a shared governance feasibility instrument in schools of nursing in Iran with respect to the nature of the profession and the sociocultural context of the Iranian community. Background: Nursing schools are liable to the application of shared governance due to the presence of various expert educational groups within the school that necessitates reciprocal cooperation. Since the concept of shared governance is culture-based and given that no full-fledged study has been conducted on shared governance in Iran, the development of a suitable shared governance feasibility instrument is rendered as mandatory. Methods: This sequential exploratory mixed method study consisted of two qualitative and quantitative parts was accomplished 2016-2019. First, the primary items were extracted through extensive review of literature and qualitative interviews and underwent psychometric validation using a methodological approach. Face, content, construct validity, reliability of the instrument was established were done. Results: 150 items were distilled from the first stage of the study, was reduced to 70 after establishing face and content validity, and primary reliability. Exploratory factor analysis resulted in 52 items covering the two factors “shared atmosphere and culture” and “infrastructural prerequisites”. These two factors accounted for 78.6% of the total variance of the questionnaire. In calculating the final reliability coefficient of the instrument, Cronbach’s alpha and Omega were 0.981 and 0.805, respectively. The results showed an ICC of 0.91 indicating high reliability of the developed instrument with standard error of measurement (SEM) of 10.43. Finally, the items underwent weighting via scoring by considering item weights due to differences between the two methods. Conclusion: “Shared governance feasibility instrument” can provide a new insight to organizational performance for all policy-makers and beneficiaries of higher education. This not only leads to the use of intelligence and capabilities of the beneficiaries, but also aids in faster movement toward achieving organizational goals. Implications for Nursing Management: This study and the developed instrument may serve as guide for the feasibility of implementing shared governance to assess management styles and performance in higher education centers.

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Shared Governance Feasibility Instrument in Nursing Schools in Iran

et al. 2020

Preprint

“…This model incorporated the interests of all groups in organizational policy-making, by distribution of power among different groups in the organization [8]. Although, shared governance have been utilized in many countries such as America [9][10][11], England [12], Pakistan [13], China [14], Jordan [15]and Jamaica [16], but the models and indicators of shared governance were criticized many times [3,4,13,17]. In addition, no suitable instrument has been found by authors to measure the feasibility of shared governance at universities in the world.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Shared Governance Feasibility Instrument in Nursing Schools in Iran

et al. 2020

Preprint

To develop and validate a shared governance feasibility instrument in schools of nursing in Iran with respect to the nature of the profession and the sociocultural context of the Iranian community. Background: Nursing schools are liable to the application of shared governance due to the presence of various expert educational groups within the school that necessitates reciprocal cooperation. Since the concept of shared governance is culture-based and given that no full-fledged study has been conducted on shared governance in Iran, the development of a suitable shared governance feasibility instrument is rendered as mandatory. Methods: This sequential exploratory mixed method study consisted of two qualitative and quantitative parts was accomplished 2016-2019. First, the primary items were extracted through extensive review of literature and qualitative interviews and underwent psychometric validation using a methodological approach. Face, content, construct validity, reliability of the instrument was established were done. Results: 150 items were distilled from the first stage of the study, was reduced to 70 after establishing face and content validity, and primary reliability. Exploratory factor analysis resulted in 52 items covering the two factors “shared atmosphere and culture” and “infrastructural prerequisites”. These two factors accounted for 78.6% of the total variance of the questionnaire. In calculating the final reliability coefficient of the instrument, Cronbach’s alpha and Omega were 0.981 and 0.805, respectively. The results showed an ICC of 0.91 indicating high reliability of the developed instrument with standard error of measurement (SEM) of 10.43. Finally, the items underwent weighting via scoring by considering item weights due to differences between the two methods. Conclusion: “Shared governance feasibility instrument” can provide a new insight to organizational performance for all policy-makers and beneficiaries of higher education. This not only leads to the use of intelligence and capabilities of the beneficiaries, but also aids in faster movement toward achieving organizational goals. Implications for Nursing Management : This study and the developed instrument may serve as guide for the feasibility of implementing shared governance to assess management styles and performance in higher education centers.

“…This model incorporated the interests of all groups in organisational policy-making, by the distribution of power among different groups in the organisation [8]. Although, shared governance has been utilised in many countries such as America [9], England [10], Pakistan [11], China [12], Jordan [13] and Jamaica [14], the models and indicators of shared governance were criticized many times [3,4,11,15]. In addition, no suitable instrument has been found by authors to measure the feasibility of shared governance at universities around the world.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of the shared governance feasibility instrument in nursing schools in Iran

et al. 2020

BMC Nurs

To develop and validate a shared governance feasibility instrument in schools of nursing in Iran with respect to the nature of the profession and the sociocultural context of the Iranian community. Background: Nursing schools are liable to the application of shared governance due to the presence of various expert educational groups within the school that necessitates reciprocal cooperation. Since the concept of shared governance is culture-based and given that no full-fledged study has been conducted on shared governance in Iran, the development of a suitable shared governance feasibility instrument is rendered as mandatory. Methods: This sequential exploratory mixed-method study consisted of two qualitative and quantitative parts was accomplished 2016-2019. First, the primary items were extracted through an extensive review of the literature, qualitative interviews and underwent psychometric validation using a methodological approach. Face, content, construct validity and reliability of the instrument was established and completed. Results: One hundred fifty items were distilled from the first stage of the study, was reduced to 70 after establishing face, content validity and primary reliability. Exploratory factor analysis resulted in 52 items covering the two factors "shared atmosphere and culture" and "infrastructural prerequisites". These two factors accounted for 78.6% of the total variance of the questionnaire. In calculating the final reliability coefficient of the instrument, Cronbach's alpha and Omega were 0.981 and 0.805, respectively. The results showed an ICC of 0.91 indicating high reliability of the developed instrument with a standard error of measurement (SEM) of 10.43. Finally, the items underwent weighting via scoring by considering item weights due to differences between the two methods. Conclusion: "Shared governance feasibility instrument" can provide a new insight into organisational performance for all policy-makers and beneficiaries of higher education. This not only leads to the use of intelligence and capabilities of the beneficiaries, but also aids in faster movement toward achieving organisational goals. Implications for nursing management: This study and the developed instrument may serve as a guide for the feasibility of implementing shared governance to assess management styles and performance in higher education centers.