2014
DOI: 10.1080/0309877x.2013.869566
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Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university

Abstract: The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A nonprobability sample of 900 academics from a large Australian university was selected with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related t… Show more

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Cited by 11 publications
(14 citation statements)
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“…A relational approach emphasising on-going exchanges between students, institutions and academics, is a valuable analytical lens, increasingly adopted by scholars writing about the higher education context (e.g. Bowden and Wood 2011;Raciti 2012;Bowden 2013;Li 2014;Southcombe et al 2015;Chen 2016). This paper argues that commitment is the most important element of a relational approach, encompassing notions of dedication and on-going interaction.…”
Section: Introductionmentioning
confidence: 99%
“…A relational approach emphasising on-going exchanges between students, institutions and academics, is a valuable analytical lens, increasingly adopted by scholars writing about the higher education context (e.g. Bowden and Wood 2011;Raciti 2012;Bowden 2013;Li 2014;Southcombe et al 2015;Chen 2016). This paper argues that commitment is the most important element of a relational approach, encompassing notions of dedication and on-going interaction.…”
Section: Introductionmentioning
confidence: 99%
“…Affective commitment is also stronger when teaching staff have plenty of time to learn new tasks and are encouraged to express their ideas and opinions openly (Southcombe, Fulop, Carter, & Cavanagh, 2014).…”
Section: Antecedents Of Organizational Commitment Among University Famentioning
confidence: 99%
“…The element of teaching presence has emerged as an integral part of the model with respect to its relationship with the other two elements and its influence on student satisfaction, perceived learning and sense of community (Joo, Joung, & Kim, 2013;Southcombe, Fulop, Carter, & Cavanagh, 2015). Teaching presence is the "binding agent" which directs the educational purposes for the community of learners (Garrison et al, 1999).…”
Section: Teaching Presencementioning
confidence: 99%