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ERIC Number: EJ1064103
Record Type: Journal
Publication Date: 2014-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: EISSN-1941-3432
Effectiveness Indicators as Interpreted by the Subcultures of a Higher Education Institution
Millán, Maribell Reyes; Kastanis, Eduardo Flores; Fahara, Manuel Flores
Research in Higher Education Journal, v24 Aug 2014
In the last decade, the interest in the study of organizational culture and effectiveness has increased; however, few studies have been done in the educational field. The objective of this research is to deepen the knowledge of the relationship between organizational culture and effectiveness in institutions of higher education, and to try to respond the following research question: How are effectiveness indicators interpreted in a higher education institution with differentiated culture? This research used the organization ethnography approach; the sample was made up of 23 informants; and the tools used were interviews, observation, and documentary information. The data analysis was done following the Spradley methodology (1979) and the results of the study seem to indicate that the educational institution studied has a differentiated culture and that the main cultural groups maintain a series of shared values with which they interpret a series of effectiveness indicators in a similar way. Nevertheless, this research also shows that there are some indicators that are not acknowledged by the cultural subgroups, and it is also observed that a series of indicators is interpreted differently by each subculture. Based on these results, it is possible to consider that the acknowledgement of the existence of a differentiated culture in a higher education institution allows its leaders to send the right messages to its members and to leverage from its culture to develop more effective higher education institutions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A