The management of academic culture: Notes on the management of meaning and social integration

Dill, David D.

doi:10.1007/bf00155621

Cited by 197 publications

(121 citation statements)

References 7 publications

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“…A long professional experience allows a group leader to shape the knowledge and values of group members, to make good use of professional contacts and networks, and to help colleagues (Dill 1982). Becoming older and gaining experience changes the leadership and management style (Oshagbemi 2004;Verbree et al 2013b;Van Rijnsoever et al 2008).…”

Section: Personal Characteristicsmentioning

confidence: 99%

Organizational factors influencing scholarly performance: a multivariate study of biomedical research groups

Verbree

Horlings

Groenewegen³

et al. 2014

Scientometrics

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Bibliometric studies often measure and compare scholarly performance, but they rarely investigate why universities, departments, and research groups do have different performance. In this paper we try to explain differences in scholarly performance of research groups in terms of organizational variables. In order to do this, we extensively review the relevant literature, and develop a model using two theoretical approaches. A multivariate analysis shows which of the independent variables do play a role in the various scholarly performance dimensions. The study shows what organizational strategies may help in optimizing performance in various dimensions. Implications are discussed.

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Section: Personal Characteristicsmentioning

confidence: 99%

Organizational factors influencing scholarly performance: a multivariate study of biomedical research groups

Verbree

Horlings

Groenewegen³

et al. 2014

Scientometrics

View full text Add to dashboard Cite

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“…Given her empirical findings, however, she argues for greater integration of the subcultures drawing heavily upon the arguments of Dill (1982). Dill's (1982) conceptualization of culture emphasizes the managerial orientation of the integration perspective. His notion of culture could be described as work life that is infused with meaning.…”

Section: Integration Perspective Case Studiesmentioning

confidence: 99%

“…The integration perspective, however, does have its advocates and utility (Bartell, 2003;Chaffee & Tierney, 1988;Dill, 1982;Hartley, 2003;. Along with the competing values framework, Schein's three levels of organizational culture (1985, 1992) is widely-cited in the higher education literature (Kuh & Whitt, 1988;Peterson & Spencer, 1990), and forms the conceptual basis for many studies of culture.…”

Section: Summary Of Empirical Findingsmentioning

confidence: 99%

“…Schein says, "The 'strength' or 'amount' of culture can be defined in terms of (1) the homogeneity and stability of group membership and (2) the length and intensity of shared experiences of the group. If a stable group has had a long, varied, intense Chaffee and Tierney (1988) Clark (1970, 1972) Dill (1982 Hartley (2003) Masland (1985) Sporn ( ) Tierney (1988 Competing values research Adkinson (2005) Cameron and Ettington (1988) Cameron andFreeman (1991) Fjortoft andSmart (1994) Smart (2003) Smart and St. John (1996) Smart et al (1997) Smart and Hamm (1993a, 1993b) Zammuto and Krakower (1991 Faculty differentiation Becher (1989) Clark (1963a) Clark (1987 Goulder (1957) Lodahl and Gordon (1972) Snow (1959) Toma (1997 Administrative versus faculty subcultures Etzioni (1964) Feldman (1987 Lunsford (1968) Swenk (1999) Cohen and March (1974) Silver (2003) Weick (1983) Studies using multiple perspectives Harman (1989) Eisenberg et al (1998 history (i.e. if it has had to cope with many difficult survival problems and has succeeded), it will have strong and highly differentiated culture" (1984, p. 7).…”

Section: Summary Of Empirical Findingsmentioning

confidence: 99%

“…Not only has it been of interest to organizational scholars but also to administrators for its potential to improve administrative action (Austin, 1990;Chaffee & Tierney, 1988;Dill, 1982;Tierney, 1988). Ultimately, cultural analysis is important because it can lead to insightful interpretations of organizations, management, and working life.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Cultural Perspectives of Academia: Toward a Model of Cultural Complexity

Smerek

2010

Higher Education: Handbook of Theory and Research

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2001

ASHE‐ERIC High. Edu. Rept.

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Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and ConceptualizationsDistinctive ContributionFocus of the MonographAudienceTo Change or Not to Change?Providing a Common Language for Understanding Organizational ChangeWhat Is Organizational Change?Diffusion, Institutionalization, Adaptation, Innovation, and ReformForces and SourcesDegree of ChangeTiming of ChangeScale of ChangeFocus of ChangeAdaptive/GenerativeIntentionality: Planned Versus Unplanned ChangeResponse Time: Proactive and ReactiveActive and StaticTarget of Change: Change Process and OutcomesSummaryTheories and Models of Organizational ChangeTypology of Organizational Change ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryAppendixUnderstanding the Nature of Higher Education Organizations: Key to Successful Organizational ChangeInterdependent OrganizationsRelatively Independent of EnvironmentUnique Organizational Cultures of the AcademyInstitutional StatusValues‐Driven: Complex and ContrastingMultiple Power and Authority StructuresLoosely Coupled StructureOrganized Anarchical Decision MakingProfessional and Administrative ValuesShared Governance SystemEmployee Commitment and TenureGoal AmbiguityImage and SuccessSummaryHigher Education Models of Change: Examination Through the Typology of Six ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryResearch‐Based Principles of ChangePromote Organizational Self‐DiscoveryRealize That the Culture of the Institution (and Institutional Type) Affects ChangeBe Aware of PoliticsLay GroundworkFocus on AdaptabilityFacilitate Interaction to Develop New Mental Models and SensemakingStrive to Create Homeostasis and Balance External Forces with the Internal EnvironmentCombine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social‐Cognition, Symbolic, and Political StrategiesRealize That Change Is a Disorderly ProcessPromote Shared Governance or Collective Decision MakingArticulate and Maintain Core Characteristics 120Be Aware of ImageConnect the Change Process to Individual and Institutional IdentityCreate a Culture of Risk and Help People to Change Belief SystemsRealize That Various Levels or Aspects of the Organization Will Need Different Change ModelsKnow That Strategies for Change Vary by Change InitiativeConsider Combining Models or Approaches, As Is Demonstrated Within the Multiple ModelsSummaryFuture Research on Organizational ChangeReferences

show abstract

The management of academic culture: Notes on the management of meaning and social integration

Cited by 197 publications

References 7 publications

Organizational factors influencing scholarly performance: a multivariate study of biomedical research groups

Organizational factors influencing scholarly performance: a multivariate study of biomedical research groups

Cultural Perspectives of Academia: Toward a Model of Cultural Complexity

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