Abstract
This study aims to investigate the relationship between organizational socialization and various organizational (type of university, training, work conditions, knowledge sharing) and individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, self-efficacy) level factors, both factors taken together focusing on the content, context and process dimensions of socialization. For this aim, data from 737 public and private university English language instructors were collected with an inventory consisting of three parts made up of self-developed and pre-developed scales. Taking each dimension of organizational socialization as a criterion variable, three sets of predictors were defined for three separate hierarchical regression analyses. The results revealed that socialization of instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Knowledge sharing and training are the strongest organizational level predictors while job satisfaction, selfefficacy for instructional strategies, and affective commitment are the strongest individual level predictors. The results suggest higher education administrators adapt organizational and individual level managerial strategies to facilitate organizational, department and task socialization in higher education organizations.
Highlights
Organizational socialization process transforms the newcomers from total outsider to effective and participating members of the organization by adopting new social and professional skills, attitudes, dominant cultural elements and behavioral patterns (Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994; Louis, 1980; Thomas & Anderson, 1998)
When the instructors were asked about their work experience at the university where they are currently employed, the results showed that 34.2% of the participants have been working in their current institution for 1⁄2 to 3 years, and 23.5% of the participants have been employed in their current institution for 4 to 7 years, while only 4.2% of the participants have been employed in their current institution for 24 or more years
The variance of residuals decreases towards the right side of the plot, the points in the residual scatterplot are randomly dispersed; it was concluded that the assumption of homoscedasticity is validated
Summary
Organizational socialization process transforms the newcomers from total outsider to effective and participating members of the organization by adopting new social and professional skills, attitudes, dominant cultural elements and behavioral patterns (Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994; Louis, 1980; Thomas & Anderson, 1998). One of the first definitions of organizational socialization was provided by Van Maanen and Schein (1977). They defined the concept as a process of acquiring norms, beliefs, values, attitudes and languages features of the organizations. 276) highlighted the enculturation aspect of socialization and defined the concept as "the process by which organizational members become a part of, or absorbed into, the culture of an organization." Likewise, Schein (1968) highlighted the reshaping effect of socialization to accomplish fit in the organization. Early definitions of socialization position the newcomer as Education and Science 2016, Vol 41, No 184, 213-233
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