Taxonomies of higher educational institutions predicted from organizational climate

Lysons, Art

doi:10.1007/bf00992256

Cited by 14 publications

(12 citation statements)

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“…It can be described as 'pro-differentiation' and correspondingly reflects the attitude that differences between institutions in terms of teaching and research are part and parcel of Australian higher education and that this situation should remain so. Through its structure, factor 2 seems to reflect the 'elitest university stance' regarding the role and functioning of higher education institutions as was also found in the original Lysons study (Lysons, 1990a).…”

Section: Institutional Autonomymentioning

confidence: 84%

“…A taxonomy consisting of four groups of institutions was convincingly empirically established to have existed in Australian higher education prior to the Dawkins reforms (Lysons, 1990a,;1993). That research program fleshed out the domains of each type of organisation known to exist as the result of the historical development of higher education in Australia (Karmel, 1989) and revealed potentially useful theory explaining the quite different management processes existing in each logical group.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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Diversity in Australian higher education?

1993

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Abstract. This study explores systematic relationships between management attitudes about recent transitions in the funding and structure of higher education in Australia (Meek and Goedegebuure, 1989) and the domains of the taxonomy emerging from ongoing organisational effectiveness research based on these institutions (Lysons, 1990b). The results reinforce the integrity of the previously established 4 group framework and flesh-out more fine-grained issues which may militate against the smooth transition of amalgamated institutions to university status, on the one hand, and the enhancement of diversity on the other.

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Section: Institutional Autonomymentioning

confidence: 84%

Section: Conclusion and Discussionmentioning

confidence: 99%

Diversity in Australian higher education?

1993

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“…Indeed, the results of discriminant analysis demonstrated systematic differences between institutions on either side of the binary line involving facilitative style, policy committee climate and esprit (Lysons, 1990). Furthermore, older universities and institutes versus young universities and colleges were also shown to be adopting unique approaches in terms of both facilitative and goal directed leadership styles, as well as their policy committee climate, and levels of organisational conflict and ambiguity.…”

Section: Organisational Research In Higher Educationmentioning

confidence: 99%

“…Armed with a reliable set of climate dimensions, and bearing in mind the overriding interest of the research program in establishing a taxonomy as the framework for further developments in management and research called for by McKelvey (1975), various theoretical approaches were used to formulate and predict logical groups of institutions (Lysons, 1990). First, until very recently universities in Australia were funded by a different level of government and on different criteria from colleges and institutes.…”

Section: Organisational Research In Higher Educationmentioning

confidence: 99%

“…Discriminant procedures successfully predict and further define the single taxonomy suggested by the previous work involving organisational climate only (Lysons, 1990). Finally, the implications of these findings with particular regard to very recent structural adjustments in the higher education system are discussed including reference to further OE research directions undertaken in this ongoing program.…”

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Dimensions and domains of organisational effectiveness in Australian higher education

Lysons

1990

High Educ

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Research in US higher educational institutions over more than a decade has produced dimensions defining aspects of inputs, processes and outcomes which are important for organisational effectiveness (OE) (Cameron, 1978). Furthermore, these dimensions have been shown to vary systematically to define the domain of each type of institution (e.g., ivy league versus regional college). A significant step in the process of exploring various relationships impacting on effectiveness in Australian higher education would be to derive a classification along the fines of Cameron's work. This paper first reviews research in Australian higher education testing Cameron's dimensions and exploring aspects of organisational climate which appear to represent equally important dimensions of organisational effectiveness Ryder, 1988, 1989).This study then undertakes a combined analysis of Cameron and of Jones and James (1979) variables to identify a more comprehensive set of dimensions. Discriminant procedures successfully predict and further define the single taxonomy suggested by the previous work involving organisational climate only (Lysons, 1990). Finally, the implications of these findings with particular regard to very recent structural adjustments in the higher education system are discussed including reference to further OE research directions undertaken in this ongoing program. Organisational research in higher educationArguably, one of the most significant contributions in the study of organisational effectiveness in higher education was the work of Cameron (1978). His approach was to empirically identify dimensions of OE involving aspects of student, staff and organisational issues. His nine dimensions involve student (1) academic (2) career, and (3) personal development, and (4) satisfaction; staff(5) professional development and quality, and (6) satisfaction; and the organisation's (7) health, (8) openness in the community, and (9) ability to acquire resources (see also Lysons and Ryder, 1988, p. 324). Ultimately, Cameron (1981) was able to demonstrate how these dimensions systematically classified various categories of institutions (e.g., Ivy league, State funded universities, institutes of technology, regional colleges, etc.) by defining their different domains of activity (e.g., elite high morale, elite low morale, external oriented and mediocre types of organisations, respectively).This was an important development because the taxonomy portrayed the truly complex mosaic of the higher education system in the US at that time. It illustrated the multivariate and multi-dimensional nature of organisational effectiveness in higher education while confirming the generally held intuitive view of the system's structure. Significantly, Cameron went on to use this model as the basis for institutional research to assist management decision making and in further related

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Differentiation and Diversity in Higher Education Systems

Huisman¹

1998

Higher Education: Handbook of Theory and Research

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Taxonomies of higher educational institutions predicted from organizational climate

Cited by 14 publications

References 23 publications

Diversity in Australian higher education?

Diversity in Australian higher education?

Dimensions and domains of organisational effectiveness in Australian higher education

Differentiation and Diversity in Higher Education Systems

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