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ERIC Number: EJ1068720
Record Type: Journal
Publication Date: 2015
Pages: 25
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0309-877X
Building Commitment: An Examination of Learning Climate Congruence and the Affective Commitment of Academics in an Australian University
Southcombe, Amie; Fulop, Liz; Carter, Geoff; Cavanagh, Jillian
Journal of Further and Higher Education, v39 n5 p733-757 2015
The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics' level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia