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  • Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university

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    89307_1.pdf (371.8Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Southcombe, A
    Fulop, L
    Carter, G
    Cavanagh, J
    Griffith University Author(s)
    Carter, Geoffrey S.
    Fulop, Liz E.
    Shaw, Amie M.
    Year published
    2015
    Metadata
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    Abstract
    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, academic's level of affective commitment was ...
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    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, academic's 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 to academic managers and universities to build relationships and develop better connections with their academics.
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    Journal Title
    Journal of Further and Higher Education
    DOI
    https://doi.org/10.1080/0309877X.2013.869566
    Copyright Statement
    © 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Further and Higher Education on 14 Apr 2014, available online: http://www.tandfonline.com/doi/full/10.1080/0309877X.2013.869566
    Subject
    Education systems
    Human resources management
    Publication URI
    http://hdl.handle.net/10072/62344
    Collection
    • Journal articles

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