Impact of Organizational Support and Social Capital on University Faculties’ Working Performance

Abstract

As the major concerns of higher education institutions (HEIs) are teaching, services, and research, this paper describes a region-wide evaluation of institutional performance in relation to universities in Taiwan. The evaluation was based on the perceptions of university professors regarding institutional slack and reputation, as well as internal and external social capital. The study sought answers to several research questions and adopted a survey approach. After choosing 30 universities of various sizes and from different regions, 926 professors were selected randomly as participants. Using PLS-SEM, this study confirms the influence of institutional slack, reputation, and internal and external social capital on performance. The results show that (a) institutional slack and reputation positively affect institutional performance; (b) internal social capital positively and significantly influences the relationships of institutional slack and reputation with performance; and (c) external social capital has a positive moderating effect on the relationship between institutional slack and performance. Concluding this paper, theoretical and managerial implications and suggestions for future studies are proposed.

Factors related to the internal social capital of elderly-caring social organizations: a cross-sectional study in Chongqing, China

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“…Literature on internal social capital were the basis of this research. Considering that organizational performance is an intuitive indicator of organizational ability, scholars have found that internal social capital has a positive and significant impact on organizational performance, especially on non-financial performance, which included the services provided by institutions [ 13 – 15 ]. Currently, the majority of research focuses on the relationship between internal social capital and organizational performance, while mentioning little about the factors influencing internal social capital.…”

Exploring the Impact of Individual and Social Antecedents on Teachers’ Teaching Innovation: Perspective of Goal-Oriented Behavior and Social Identity

“…In particular, teachers’ innovation performance in teaching has been a key topic. Scholars find that the teaching innovation process will create novel and unique learning experiences for students, and helps to flexibly solve learning challenges ( Chen et al, 2020 ; Garzon Artacho et al, 2020 ). It is important to note that although both learning innovation and learning quality can motivate student learning, there are significant differences.…”

Evaluating the impact of employees’ perception of identity threat on knowledge sharing behavior during COVID-19: The mediation and moderation effect of social capital and reward system

“…If there is no strong connection between the two, there will be a disjointing phenomenon of “the superior has policy, the inferior has countermeasure.” This phenomenon is more obvious especially in the Chinese society that attaches great importance to interpersonal relationships. Interpersonal relationships can promote formal and informal interaction among employees, exchange subject knowledge and effective resources, bring effective changes to personal knowledge development, and accumulate employees’ social capital in organizations ( Ho and Peng, 2016 ; Chen et al, 2020 ). Empirical research by Hu and Randel (2014) shows that social capital is an important factor affecting knowledge sharing behavior of members; Hau et al (2013) studied the structure of social capital and found that social capital at the structural, relational or cognitive level has a positive effect on individuals’ knowledge sharing behavior.…”