NotesFAQContact Us
Search Tips
ERIC Number: ED546229
Record Type: Non-Journal
Publication Date: 2012
Pages: 180
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0603-7
An Analysis of Dyadic Relationships between Administrators and Employees Working Virtually in Higher Education
Anderson, Rhonda L.
ProQuest LLC, Ph.D. Dissertation, Mercer University
The use of virtual teams has become a common practice for organizations across all industries nationally and internationally (Carmel & Agarwal, 2001; Hertel, Geister, & Konradt, 2005; Martins, Gilson, & Maynard, 2004; McDonough, Kahn, & Barczak, 2001). Institutions of higher education are also embracing the use of virtual teams (Parmenter, 2009). Although there are many advantages for organizations who are utilizing virtual teams, there are some disadvantages that make managing these teams complex. According to Neti (2011), managers of virtual teams find themselves struggling with communication issues, trust, work control, productivity, and accountability. The problem is that due to virtual employees being dispersed geographically, managers are having difficulty developing trust and communicating performance and developmental feedback (Bell & Kozlowski, 2002; Neti, 2011). The purpose of this quantitative study was to analyze how virtual employees in higher education rate their managers in the areas of the quality of Leader Member Exchange (LMX), communicating performance feedback and developmental feedback, and managerial trust. Participants in this study were virtual employees in higher education who had been employed in a virtual capacity for two or more years. After snowball sampling, the final sample size was N=100. The researcher used descriptive statistics (non-parametric tests) to evaluate the data. The Likert-type questions on the survey were analyzed using SPSS and the four open-ended questions were analyzed using content analysis. Although, most virtual employees in this study stated they experience high-quality LMX with their managers, were satisfied with how performance and developmental feedback is communicated, and experienced trusting work relationships, there were a number of participants who shared they were not satisfied. In addition, participants were asked to share what areas of performance and developmental feedback were effective and offer suggestions to enhance the experience of receiving feedback altogether. Content analysis was used to analyze the data and there were themes identified that could assist managers with improving how they communicate feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A