Professional and Organizational Commitment in Universities: from Judgmental to Developmental Performance Management

Weiherl, Julia; Frost, Jetta

doi:10.1007/978-3-319-32678-8_8

Cited by 13 publications

(7 citation statements)

References 90 publications

(101 reference statements)

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“…It is noteworthy that, due to the introduction of the New Public Management practices, university governance has applied performance management, as a means for output control, more sophisticatedly (Bleiklie and Lange 2010 ). The overarching objective is to motivate scholars in presetting goals and achieving high performance (Weiherl and Frost 2016 ). It is also widely acknowledged that, in order to become sustainable in economic turbulences, it is imperative for universities to increase their performance (Yaakub and Mohamed 2019 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Moreover, organizational commitment itself was identified as an essential element for facilitating positive individual and organizational outcomes (DeCotiis and Summers 1987 ). Examples for such outcomes are organizational citizenship behavior (Meyer et al 2002 ), organizational productivity and scholars’ performance (Weiherl and Frost 2016 ), and also reduced negative outcomes, such as academics’ turnover intention (Johnsrud and Rosser 2002 ).…”

Section: Introductionmentioning

confidence: 99%

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A conditional time-varying multivariate latent growth curve model for the relationships between academics’ servant leadership behavior, affective commitment, and job performance during the Covid-19 pandemic

Ghasemy

Frömbling

2022

Qual Quant

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In our study, we investigated the change patterns in academics’ servant leadership behavior and affective commitment during and after the first Covid-19 lockdown (April 2020–August 2020) in Malaysia. Furthermore, we evaluated the influence of academics’ servant leadership behavior on job performance through affective commitment. We applied additional analyses to determine the degree to which the two former constructs are influenced by age and academic rank. To do so, we leveraged multivariate latent growth curve (LGC) modeling in analyzing the longitudinal data collected from 220 academics at three time points over a course of four months during the Covid-19 pandemic. Our results showed that, while servant leadership and affective commitment were stable over time, servant leadership was a driver of affective commitment and job performance. We also observed that affective commitment significantly mediated the relationship between academics’ servant leadership behavior and job performance. Moreover, we found interindividual differences in servant leadership and affective commitment in terms of age and academic rank at the beginning of the Covid-19 lockdown. Our multi-disciplinary research is among the limited number of studies applying a rigorous, longitudinal approach to examine behaviors (i.e., servant leadership and job performance) and attitudes (i.e., affective commitment) during the Covid-19 pandemic in higher education research.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A conditional time-varying multivariate latent growth curve model for the relationships between academics’ servant leadership behavior, affective commitment, and job performance during the Covid-19 pandemic

Ghasemy

Frömbling

2022

Qual Quant

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“…It is defined as the extent to which individuals identify with and engage with their profession (Wang & Armstrong, 2004), their attachment and loyalty to the profession (Kim & Mueller, 2011), following the objectives of a profession and enduring representation of a profession (Greenfield, Norman, & Wier, 2008;Porter et al, 1974). Individuals with high level of professional commitment put extra emphasis and priority on their profession as well as their peers in the professional community (Weiherl & Frost, 2016).…”

Section: Professional Commitmentmentioning

confidence: 99%

“…Kinnie and Swart (2012) pointed out that the perceived management support and accordingly the level of commitment can be different for each person based on his or her values and priorities. Employees working at professional and knowledge-intensive organisations follow distinct professional values and standards (Weiherl & Frost, 2016).…”

Section: Professional Commitmentmentioning

confidence: 99%

The challenges of the faculty members’ commitment: The role of university brand

Sheikh

Aghaz

2019

Higher Education Quarterly

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Commitment in the knowledge‐intensive sectors has today become a key organisational dilemma as well as a serious managerial concern. In the university setting, faculty members’ commitment to various stakeholder bases and the subsequent implications have hitherto been studied only to a limited extent. Through a quantitative survey, this paper studies university professors’ various modes of commitment and investigates the role of university brand in the context of Iranian universities. The findings reveal that university professors with higher level of professional commitment tend to be more organisationally committed. Furthermore, it is shown that university brand can increase the impact of professional commitment on organisational commitment.

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“…Such pluralistic organizations are characterized by great degrees of individual autonomy. Their members often feel more committed to their profession than to their employing organization 16 . In order to stimulate collective action, one should take into account that the structure of interdependent actions provides cohesion of future interactions by defining the mutual conditions of collective action.…”

Section: Collective Action In Universities: Introducing University Comentioning

confidence: 99%

Governing Collective Action – The Impetus for University Commons

Frost

Hattke

2018

European Review

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Academic research and education are, more than ever, a collective endeavour. This article discusses how different modes of governance facilitate or obstruct collective action in universities. Based on theories of public goods and the resource-based perspective, we develop the concept of university commons in order to analyse the challenges arising from the governance of collective action. We examine how to effectively balance collegial and managerial governance to create a sustainable portfolio of university commons.

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Professional and Organizational Commitment in Universities: from Judgmental to Developmental Performance Management

Cited by 13 publications

References 90 publications

A conditional time-varying multivariate latent growth curve model for the relationships between academics’ servant leadership behavior, affective commitment, and job performance during the Covid-19 pandemic

A conditional time-varying multivariate latent growth curve model for the relationships between academics’ servant leadership behavior, affective commitment, and job performance during the Covid-19 pandemic

The challenges of the faculty members’ commitment: The role of university brand

Governing Collective Action – The Impetus for University Commons

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