Abstract
Organizational effectiveness is the main concern of all higher education institutes. Over the years there have been many different models of effectiveness along with the criteria for measuring organizational effectiveness. In this paper, four main models of organizational effectiveness namely the goal approach, the system resource approach, the process approach and the strategic constituency approach are reviewed. Moreover, this paper introduces several models of organizational effectiveness in higher education. Then, a brief review is made on some empirical studies that used the Cameron's (1978) model of organizational effectiveness. In the end, the paper suggests that Cameron’s (1978) model seems the most appropriate for studying organizational effectiveness in higher education.
Highlights
In the 1980s, organizational effectiveness became more prominent and switched to being a concept from the status of a construct (Henry, 2011)
Organizational effectiveness is the main concern of all higher education institutes
In the current paper, a review will be conducted of the attempts made in order to study organizational effectiveness at the higher education
Summary
In the 1980s, organizational effectiveness became more prominent and switched to being a concept from the status of a construct (Henry, 2011) This concept is related to issues such as the ability of an organization to access and absorb resources and achieve its aims (Federman, 2006). According to Balduck and Buelens (2008), the issue of effectiveness in organizations revolves round four main approaches: the system resource approach, the goal approach, the strategic constituency approach and the internal process approach. These are effective and efficient approaches which are contingent upon the type of situation to arise. This paper deals with the characteristics of the four models of organizational effectiveness as referred to below
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