Organizational culture and its impact on effectiveness in Algerian higher education institutions

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In recent years, the pursuit of organizational effectiveness has emerged as a critical priority for higher education institutions (HEIs) worldwide. These institutions are continuously adapting to a rapidly evolving global landscape, where competition for resources, students, and academic prestige is intense. This study delves into the role of organizational culture in shaping the effectiveness of Algerian HEIs, an area that has received limited attention in the literature. Specifically, the research examines how different types of organizational cultures—clan, adhocracy, market, and hierarchy—are linked to institutional effectiveness. The study employs a cross-sectional research design, with data collected through structured questionnaires distributed to college deans and their representatives across multiple HEIs in Algeria. Out of 349 responses, 334 were deemed valid, resulting in a strong response rate of 67.6%. Data analysis was conducted using a combination of descriptive statistics through SPSS and structural equation modeling via Smart PLS 4.0, allowing for a comprehensive examination of the relationships between organizational culture and effectiveness. The findings affirm the study's theoretical framework, demonstrating that organizational culture is a significant determinant of institutional effectiveness in HEIs. Notably, hierarchy and market cultures were identified as having a significant positive impact on effectiveness, suggesting that structured environments with clear goals and a focus on performance contribute to superior outcomes in higher education settings. On the other hand, clan and adhocracy cultures did not show significant associations with institutional effectiveness, highlighting the complexity of cultural influence within educational institutions. This research is among the few, and possibly the first, to examine the relationship between organizational culture and the effectiveness of HEIs in Algeria. The study offers valuable insights for policymakers and educational leaders seeking to enhance HEIs by focusing on cultural dimensions that improve organizational effectiveness.