The Effects of Higher Education’s Institutional Organizational Climate on Performance Satisfaction: Perceptions of University Faculty in Taiwan

Abstract

The performance of higher education institutions in the world has become an emergent issue. Asian countries tried to offer more autonomy to universities; consequently, universities moved toward scientific management and emphasized organizational performance and efficiency. Taiwan is no exception to this trend. Thus, studying the institutional organizational climate in higher education is critical for current higher education changes in Taiwan, and it is even more important to study organizational climate's effects on universities. This research developed a questionnaire to explore Taiwanese university faculty members' perceived institutional organizational climate and their satisfaction with teaching and research in the last five years. The findings of this research implicate that gender difference is an important factor to consider when university administration wants to enhance the internal organizational climate in Taiwan. Years of employment, university history, and research field all have different effects on faculty members' perceived organizational climate aspects. Implications for policy making and future researches are discussed in this research article.

Characteristics of Legal Entity Universities in Indonesia by the Output Achievements and Effectiveness of Performance

“…Performance measurement is particularly educational institutions has become a very important thing to be done by each of these institutions and government in conducting surveillance. This is consistent with the findings made by Yang (2015) in the country of Taiwan on the performance of educational institutions that have become a hot issue that arise where in the Asian countries a lot of autonomy to the universities so that universities move toward scientific management and emphasizing the performance of the organization effective and efficient. Asad and Mahfod (2015) argues that the measurement of performance management for universities as an important part in enhancing the effectiveness of the performance of academicians in universities.…”

Capital humano, aprendizaje, satisfacción y compromiso en el desempeño de instituciones educativas

“…Con esto, es necesario determinar y analizar aquellos factores que mejoran la satisfacción del personal, con el fin de contribuir al logro del DO en las instituciones educativas. Esta variable dentro del contexto educativo público representa un elemento indispensable para determinar, analizar y mejorar las prácticas educativas que ejercen los empleados (Ghosh y Joshi, 2016; Yang, 2015), con el objetivo de coadyuvar en el mejoramiento de estrategias y líneas de acción tendientes a favorecer el DO en los planteles (Zamani y Karimi, 2016); lo que, en el campo educativo, representa la posibilidad de poder aumentar la calidad en los servicios de la educación, reputación, imagen y óptimo funcionamiento, en beneficio finalmente de los educandos (Alonderiene y Majauskaite, 2016;Dorasamy y Kenneth, 2015).…”

Examining organizational health practices among universities in the central region of Uganda

“…The intensity of international rankings and competition are pressing universities to change from the known traditional scientific management approach to institutional performance (Yang, 2015). Moreover for the institutions to attain credible work and recognition, they must ensure that they have strong personnel with needed skills, knowledge and experience to enhance these institutions sustainable development and transformation in the era of competition (Ballerini and Ballerini, 2017;Nordin, 2011).…”

“…Moreover for the institutions to attain credible work and recognition, they must ensure that they have strong personnel with needed skills, knowledge and experience to enhance these institutions sustainable development and transformation in the era of competition (Ballerini and Ballerini, 2017;Nordin, 2011). however, these institutions cannot attain quality staff and performance without prior attendance to factors that influence organisational health (Nordin, 2011;Yang, 2015). Since organisational health plays a key role in institutional stability, learner achievement and societal goals, higher education leadership is supposed to play a greater role in ensuring that staff work under conducive and attractive environment so as to meet the stake holders expectations (Demİrtaş, 2015;hayford, 2016;Penava, 2014).…”