The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education

Abstract

The purpose of this research is to investigate the effects of social and organizational identification on student commitment, achievement and satisfaction in higher education. The sample comprised 437 students enrolled in an undergraduate or postgraduate programme in business or management. A model was developed and tested using structural equation modelling. It was found that organizational identification is a stronger predictor of student commitment, achievement and satisfaction than social identification. Although organizational identification was a strong predictor of student satisfaction, student commitment was better at explaining student achievement. The implications for higher education institutions are discussed. To our knowledge, this is the first study to examine the effects of organizational identification on student commitment, achievement and satisfaction. The key contribution of the research is in providing support for the hypothesis that organizational identification can influence the attitudes and behaviour of higher education students, as it has been shown to do with employees and consumers. Social identificationLearning is intertwined with social identification because learning is an experience of identity that transforms a person and what they can do (Wenger 1998, 215). Social identification exists when a person exhibits a common characteristic or behaviour with other individuals of the in-group. Students arrive at university with an academic selfconcept, which is their perception of their own academic competence. Undergraduate students who enter business schools with high grade point averages from their high school education will have a positive academic self-construct, which is associated with high goal setting, academic engagement, and academic outcomes (Bliuc et al. 2011b;Bong and Skaalvik 2003). Bornholt (2001) found that high school students' intentions to continue studying were based on self-perception rather than actual academic performance.Postgraduate management students are often career oriented, competitive and highly committed to achieving their goals. These students might be motivated to perform well on their programme in order to enrich their social identities and preserve their status in the high ability in-group. Students entering postgraduate programmes with work experience also bring common aspects of their social identity with them; for example, a successful track record as a junior or middle manager (Wortham 2004). Thinking of themselves as an 'already proven' or 'good manager' can be a salient aspect of identity that shapes how an individual behaves and interacts with other students, and also with professors.Markus and Nurius (1986, 954) employed the term 'possible selves' to describe representations of the self in the future that combine endured goals, aspirations, motives, fears, and threats. Individuals adopt behaviours that encourage positive possible selves and discourage negative possible selves. Dean and Jolly (2012) suggest that student engagement occurs when stud...

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