Instrument to Measure Psychological Contract Violation in Pharmacy Students

Abstract

Objectives. To adapt and evaluate an instrument that measures perceived psychological contract violations in pharmacy students by schools and colleges of pharmacy. Design. A psychological contract violations measure was developed from existing literature and the 1997 ACPE Guidelines and pilot-tested with second-year pharmacy students at 2 schools of pharmacy. A revised measure then was administered to second-year pharmacy students at 6 schools of pharmacy. Using a 5-point Likert-type scale, participants were asked to indicate the level of obligations they received compared to what was promised by the school of pharmacy.Results. Exploratory factor analysis on the psychological contract violations measure was conducted using principal components analysis resulting in 7 factors, which led to a revised measure with 26 items. Using a sample of 339 students, the proposed 7-factor measurement model was tested using confirmatory factor analysis. In general, the results supported the hypothesized model. The final 23-item scale demonstrated both reliability and validity. Some students perceived certain aspects of the psychological contract that exists with their school of pharmacy were being violated. Conclusion. The psychological contract violations measure may serve as a valuable tool in helping to identify areas where their students believe that schools/colleges of pharmacy have not fulfilled promised obligations.

Negotiating a Shared Psychological Contract with Students

“…' Rousseau's conception of the psychological contract makes provision for negotiating role obligations. This view is shared by scholars, such as Spies, Bentley, Bouldin, Wilson andHolmes (2009), Robinson, (1995), and Shore and Tetrick (1994). This tendency is also evident in the academic context.…”

Psychological Contract Sebagai Alternatif dalam Meninjau Pemenuhan Harapan Akademik di Perguruan Tinggi

“…Fulfillment akan menghantarkan pada kepuasan kerja dan komitmen terhadap organisasi (Guest et al, 1996;Robinson & Russeau, 1994), organizational citizenship behavior (Robinson & Morrison, 1994), perceived organizationa support (Coyle-Shapiro & Kessler, 2000) dan performa kerja (Robinson, 1996). Ruokolainen, et.al (2016) Spies, et al (2010) dalam penelitiannya mengenai pengembangan instrumen psychological contract. Relasi antara mahasiswa terhadap dosen dan institusi ini bukanlah relasi yang bersifat sebentar saja.…”

“…Jika dikaitkan dengan tujuan organisasi, maka hal ini akan menunjang pula identifikasi dan peningkatan capaian (Koskina. 2013;Spies, 2010), sebenarnya belum ditemukan sebuah konsep yang menjelaskan komponenkomponen psychological contract in student yang ajeg dan bersifat general, dapat diterapkan di institusi pendidikan di mana saja. Agaknya, hal ini memang tidaklah mudah dan begitu saja dapat dilakukan.…”

“…Untuk mengkaji mengenai psychological contract dalam setting perguruan tinggi atas persepsi mahasiswa, maka dapat menginduk pada banyak penelitian psychological contract di industri dan organisasi serta meninjau pula beberapa pengembangan yang telah dikemukakan oleh beberapa peneliti sebelumnya dalam bidang akademik (Koskina, 2013;Spies et al, 2010) sehingga memperoleh kerangka psychological contract pada mahasiswa. Berdasarkan itu, maka persepsi mahasiswa atas kewajiban institusi pendidikan dapat dilihat dari dua dimensi besar yaitu transactional (promissory) yang melibatkan komponen fasilitas, jumlah waktu kuliah yang sesuai, panduan belajar yang lengkap dan relational (nonpromissory) seperti komponen pengembangan mahasiswa, keprofesian, kemampuan dosen dalam mengajar, relasi yang kondusif antara mahasiswa dengan dosen.…”

Identifying Psychological Contract Breaches to Guide Improvements in Faculty Recruitment, Retention, and Development

“…3 The implications of psychological breaches have been examined in the corporate environment and are beginning to be studied in higher education. Psychological contract breaches have been investigated in pharmacy students with respect to satisfaction with the educational experience 20 but have yet to be examined among pharmacy faculty members, particularly regarding job outcomes. Several studies in the academic environment have adapted the previously discussed general psychological contract measures, [21][22][23] while others have examined psychological contract breaches through qualitative interviews.…”