Context Of Public Universities Research Articles

Effects of employee engagement on organizational performance: case of public universities in Ethiopia

The objective of this research is to examine the impact of Employee Engagement on Organizational Performance within Public Universities in Ethiopia. It aims to explore the relationship between employee engagement and the overall performance of these institutions, specifically focusing on public universities. By providing significant insights and recommendations, this research will contribute towards the development of strategies that can enhance employee engagement and improve the overall performance of Ethiopian public universities. The study utilized both quantitative and qualitative approaches, employing descriptive and explanatory research designs. To gather data, three Ethiopian universities were selected based on their establishment date, and a random selection technique was used to include 365 personnel in the sample. Descriptive statistical tools like mean and standard deviation were employed, while structural equation models were utilized for confirmatory factor analysis and path analysis. The study's findings indicate that vigor, dedication, and absorption all have a significant and favorable impact on organizational performance in higher education. The study findings also indicate that the performance of study institutions differs based on the extent of employee involvement. This research introduces a fresh perspective of the relationship between employee engagement and organizational performance by concentrating specifically on the context of public universities in Ethiopia. This sheds light on the distinctive dynamics and obstacles encountered by these institutions. Furthermore, the study adds to the current body of knowledge by exploring the relationship between employee engagement and organizational performance, offering valuable insights and suggestions to enhance performance in the setting of Ethiopian public universities.

The Impact of Covid-19 on the Work Practices of Teaching and Administrative Staff in Public Universities in Ghana: A Qualitative Case Study

The outbreak of COVID-19 revealed the unpreparedness of many people and institutions to deal with crisis situation. The pandemic has brought about changes in the operations of both teaching and non-teaching personnel in institutions. The objective of this study was to explore the aftermath impact and challenges that the Covid-19 pandemic has had on the work of faculty members and administrators in a public university context. Employing a holistic case study design using a qualitative research approach, the study recruited 54 senior members (teaching and non-teaching) from five colleges, 18 Faculties/schools, and nine directorates senior members using a multi-stage selection techniques. The study found key challenges of administrative staff due to the pandemic to include staff unreceptiveness, role ambiguity, supervision issues, lesson plan and delivery issues, assessment issues, poor trainee disposition, trainee unpreparedness, among others. Participants also intimated that the pandemic has resulted in shifts to remote learning, requiring administrative support in the provision of Information communication Technology (ICT) services to ensure students’ access to the necessary technology, among others. A majority further mentioned measures such as strengthening institutional alert and response capacities through the creation of pandemic task forces, diversifying university academic programmes to attract massive student enrolments support, institutionalizing the use of blended learning modes among others to mitigate the adverse effects of future pandemics. These measures, according to the interviewees have been effective especially because they have resulted in flexible work and learning, which helps to improve institutional productivity and the finances of the university in the face of dwindling government subventions. The study concluded that the COVID-19 pandemic has brought about many challenges for teaching and administrative work in public universities and so these universities have to put in place effective measures to mitigate the adverse effects of future pandemics.

EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective

A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and students’ perceptions of success and failure factors differed significantly. Lecturers mostly attributed student success to their pedagogical practices, while students mostly attributed success to their positive dispositions, emotions, and attitudes. On the other hand, lecturers largely attributed student failure to student-related factors, while students attributed their failure to negative teacher traits and pedagogy. These results are in line with the concept of self-serving bias. Furthermore, students placed more emphasis on the role of their ecological context in their success and failure than teachers did. The results of this study may help inform teachers and language programs to provide conducive learning environments for EFL students to maximize their chances of success.

Sejahtera leadership: An Indigenous Malay Concept in Higher Education for Sustainable Development

Leadership for sustainability in the education sector is nascent. Thus, this paper proposes an indigenous leadership style, yet dynamic and contemporary for higher education aligned with sustainable development called sejahtera leadership. The sejahtera leadership concept has been nurtured in a Malaysian public university context. The founding convener for sejahtera leadership advocates leaders at universities and beyond to adopt a sejahtera approach in education for sustainable development since early 2000s. This paper aims to explore how sejahtera leadership contributes to the education for sustainable development. The underlying question was investigated by examining the distinct features of sejahtera leadership style and its practices in higher education for sustainable development. The leadership style introduced in the context of this paper assures that while indigenous in nature, sejahtera leadership is well-corresponded with the education for sustainable development (ESD) agenda, the fourth sustainable development goals (SDGs) on quality education, and has a deeper meaning given the focus on inner self and outer elements of social, economic, and environment development.

People aspect of learning organisation and performance of administrative staff in a public university context

PurposeThe purpose of this study was to examine effects of the human aspects of the learning organisation (i.e. continuous learning; inquiry and dialogue; team collaboration and learning; and employee empowerment) on the performance of a public university’s administrative staff. Differences in the human aspects of the learning organisation across perhaps the two most important demographic characteristics (educational attainment and years of experience) were also examined.Design/methodology/approachThis study focused exclusively on the human aspect of the dimensions of the learning organisation questionnaire. Specifically, differences in the people aspect of learning organization (PALO) across demographic characteristics were analysed using the Kruskal–Wallis test with a Bonferroni adjustment to the alpha values in the Mann–Whitney U tests that followed. Hierarchical linear regression using the standard (enter) method was adopted in analysing the PALO and administrative staff performance while controlling for age and gender.FindingsThis study demonstrated that a difference in the PALO existed across the education level and years of experience of the administrative staff. Specifically, Diploma holders performed better than those with Postgraduate degree. Also, administrative staff with 5–10 years of experience did better than the staff who had more than 15 years of experience. In addition, continuous learning; inquiry and dialogue; and collaboration and team learning each had a significant effect on administrative staff performance.Practical implicationsEmployees, especially those with higher levels of education and more work experience, should be motivated through rewards as well as challenging and thought-provoking tasks as they could serve as mechanisms that would make them contribute substantially to the sustainability of the PALO. Again, public universities should pay attention to the PALO, which is at the individual and team levels.Originality/valueThis study focuses solely on the people aspect of the dimensions of the learning organisation questionnaire and sheds light on its importance to the learning organisation culture.

Presenteeism in Non-Academic Staff in a Public University Context: Prevalence, Associated Factors, and Reasons to Work While Sick during the COVID-19 Pandemic

Presenteeism negatively affects worker performance. We aimed to know the prevalence of presenteeism in non-academic university staff, identify health problems and associated factors, as well as explore the reasons that led to presenteeism during the COVID-19 pandemic. A cross-sectional study was conducted with a convenience sample of 332 non-academic staff. The Portuguese version of the Stanford Presenteeism Scale (SPS-6) was used, and socio-demographic and occupational data were collected. Participants were divided into groups according to the presenteeism cut-off score (no presenteeists, presenteeists with high job performance, presenteeists with low job performance). Multinomial regression was used to identify occupational and demographic characteristics associated with presenteeism. An open question replies analysis made it possible to explore the reasons for going to work while sick. Presenteeism was experienced by 30.1%. Presenteeism with high job performance was not associated with socio-demographic and work factors. Professionals who performed only physical work (OR = 9.4; 95% CI: 1.7; 51.0) and those who conducted hybrid work (OR = 4.1; 95% CI: 1.8; 9.6) showed a higher risk of belonging to the presenteeist group with low job performance. Financial reasons led professionals to work while sick. This study raises the importance of evaluating presenteeism in non-academic staff to create conditions for them to maintain high performance despite presenteeism and to intervene when there is low performance due to presenteeism.

The Development and Validation of a Professional Development Program for Health Professional Educators in Ethiopian Higher Education Context.

Despite the presence of a common agreement on the importance of integrating professional development (PD) for instructors in higher education (HE), the level of progress made in that regard varies greatly across HE systems around the world. Part of the variation was due to the lack of comprehensive theories and guidelines that leverage efforts to integrate PD issues into HE system. Also, there is limited research regarding the development and revision of PD programs for instructors of health sciences in HE setting. The limited studies primarily lack a comprehensive or all-encompassing framework that capture the complexities of the program development and validation process. Rather, they are essentially impact evaluation studies, examining the short-term and long-term benefits of the programs under studies. This study offers a theoretical rationale and a three-step framework for PD program development and review in HE through presenting a case study of an innovative PD program in the Ethiopian public university context. A three-step approach that consists of curriculum development, an iterative research-based review, and collaborative revision and validation is recommended in this study, to promote a commitment to systematic planning and research-based review and revision in a PD of instructors in HE in Ethiopia and beyond.

Supervisors’ provision of physical environment resources to administrative support staff in a public university

The purpose of this article was to apply the job demands-resources (JD–R) theory in a public university as a lens to ascertain the extent of measures undertaken by academic supervisors to provide physical environment resources that support administrative employees and enhance their performance of the demanding duties they constantly perform. Supervisors’ understanding of their role in catering to the physical environment needs of administrative employees has been ignored in previous studies conducted in the university sector. The research design was qualitative since data collection relied on semi-structured interviews with six academic heads of departments who supervised office administrative employees in a public university context. The participants’ responses indicated a high understanding of the importance of providing resources such as updated equipment and eliminating any physical environmental factors that could enhance office employees’ performance in their demanding administrative duties. The challenges expressed were mainly with the budget that proved to constrain them. This finding on supervisors is significant as it addresses a research gap in which the focus on physical environment factors has mainly been on employees’ perceptions and experiences in the business sector with less interest in the public sector and developing countries. The success of an organization requires a caring leadership that strives to provide enabling workplace physical environment resources that meet the work demands of employees.

Teorijska polazišta i metodološki pristupi izučavanju religije u okviru univerzitetskog kurikuluma / Theoretical assumptions for and methodological approaches to studying religion within the university curriculum

The paper deals with theoretical and methodological aspects of examining the position of religion within the university context. The first section offers an overview of assumptions within three recent pieces of research on this topic. In its second section, the paper examines the possibility of applying the curriculum theory to investigating the position of religion within the higher education context of public universities in Bosnia and Herzegovina. The results show that, in the analysed programmes, there is still no separate subject that would, as an introductory course, familiarise students with doctrinal and ritual fundamentals of religions, as well as with the main events of their historical existence. At the same time, there are a certain number of courses that include religion into a wider discourse of a given study, treating it as a philosophical, sociological, historical or cultural phenomenon. The paper also identifies courses that, within a wider theoretical discussion, include the issue of religion, whether as a substantive or an accidental element.

Employee Perceptions of the Effectiveness of E-training to Meet Performance Evaluation Requirements

Saudi universities have moved to e-training programmes, including ‘Ithrai’ and other platforms, due to their potential effectiveness and cost-efficiency. However, limited efforts have been made to evaluate the effectiveness of e-training programmes in the context of university workplaces in Saudi Arabia using Job Performance Evaluation Charter JPEC. The purpose of this study is to address this gap in the literature by examining the effect of e-training on meeting JPEC requirements for employees in the public university context in Saudi Arabia. This study highlights that e-training approaches are important to ensure that employees have acquired essential competencies and skills using JPEC as the foundation for their evaluation. In addition, it is important to take into account the different levels of knowledge among employees and encourage cooperation in order to overcome the various knowledge gaps among them as a result of their different abilities in dealing with technology. Participants highly agreed on the impact of e-training in terms of meeting the requirements for evaluating job performance in the area of employee professional development with a mean of (4.19). This research, however, is subject to several limitations. First, the study occurred at one Saudi university and is geographically limited. It also relied on a small sample size and it may not be possible to generalise the reported perceptions to the whole institution or Saudi Arabia as a whole. Other researchers could replicate the study by including different institutions in different geographical regions. Second, all the data were self-reported and may suffer from social desirability bias. Thus, readers should interpret the findings with caution.

Leveraging e-Learning technology to enhance pre-service training for healthcare trainees in Ghana: evidence from a pilot project and pointers to policy reforms

BackgroundE-Learning solutions are increasingly being advocated to augment existing traditional teaching and learning efforts in health training institutions. Unfortunately, these emerging technologies rarely focus on health sciences education within the context of public universities, hence the need for this study. This project evaluated experiences of healthcare trainees with a pilot e-Learning project (SMART e-Learning project) initiated in one of Ghana’s public universities in 2017. The study used a mixed methods cross-sectional approach among 363 healthcare trainees. Data collection was between 17th October, 2019 to 3rd December, 2019. Data was analysed descriptively and test for variable differences done using Pearson Chi-square and Fisher’s Exact for categorical variables. Wilcoxon Mann-Whitney test was used to test for differences in the Likert scale items. Additionally, rotated varimax factor analysis was performed for the health trainees’ rated satisfaction factors.ResultsOut of 446 respondents who consented to participate in the study, 363 responses were complete and valid, representing a response rate of 81 %. Most frequently used e-learning facilities by healthcare trainees were: writing interim assessments (IAs) (82 %) while the least used function was live chating with faculty (5 %). Challenges associated with the e-learning pilot project were: limited workspace in the pilot computer laboratory (33 %), slow internet/intranet speed (29 %) and limited capacity of teaching and ICT staff to support users (28 %).Conclusions There is the need to engage relevant stakeholders at the University, ministries of health and education through policy dialogues to develop statutory e-Learning guidelines for health educational institutions of higher learning to complement existing traditional teaching and learning approaches.

Ethical leadership, good governance and employee commitment: Testing a moderated mediation model in public universities of Ethiopia

This paper uses a survey design based on cross‐sectional data from 186 academic staff of four public universities representing four generations of universities in Ethiopia. The study finds that ethical leadership has a positive and significant effect on employee commitment and such relationship is mediated by perceived good governance practices in the public universities. However, there is no moderated mediation effect of university type (generation) affecting the relationship of good governance and employee commitment. The study is quite novel in bringing good governance as a mediator into the relationship between ethical leadership and employee commitment in higher education institutions particularly in the public university context.

Adaptação e validação de diagnóstico da Gestão do Conhecimento para a universidade pública brasileira

The study aimed to adapt and validate a diagnostic tool for knowledge management practices originally from the private sector for the context of the public university. The research had a quantitative and descriptive approach, with a survey conducted at a Brazilian public university, whose sample was of 235 civil servants. The collected data were treated using Exploratory and Confirmatory Factor Analysis. As a result, there is the validation and consolidation of the diagnosis of knowledge management practices for the context of Brazilian public universities, structured with 45 questions. The results also demonstrated that knowledge management is a multidimensional construct that can be evaluated based on the following factors: Encouraging the spread of knowledge; Competences and Ability of servers to learn from experiences; Encouraging knowledge creation; Improving knowledge; Documentation and knowledge sharing; Knowledge management for the benefit of society; Socialization of knowledge in social interactions; Valuation of Human Capital and Knowledge management to fulfill the social mission.

What supports Females in Higher Education Progression? A Pakistani Public University Context

The paper is focused on exploring the factors that support females’ progression in higher education. The mixed methods approach is taken to conduct the research, consequently the study falls in pragmatic paradigm. The structured questionnaire is used to collect quantitative data from 200 university female students, and semi-structured interview protocol is used to generate qualitative data from 15 female students of the same university. Descriptive statistics (frequency and percentage) has been used to analyse quantitative data, whereas content analysis has been used to analyse qualitative data. The data highlight that literate parents, global trend of females’ acquisition of higher education, media, availability of jobs and scholarships are supportive factors in females’ progression in higher education. An interesting finding revealed from the data is that ‘Islamic Perspective’ of education is also considered as encouraging factor; generally in Pakistani societal context, especially in remote areas, people use ‘Islamic Perspective’ in a distorted way to restrict their girls from getting higher education.

Do “high-performance” human resource practices work in public universities? Mediation of organizational and supervisors’ supports

PurposeThe purpose of this paper is to explore the relationship between “high-performance” human resource practices (HPHRP) and organizational performance, using organizational and supervisors’ supports as mediating variables.Design/methodology/approachUsing cross-sectional design, the data were obtained from 311 public university lecturers in Nigeria. The study employed partial least square structural equation modeling (PLS-SEM) in the analysis.FindingsThe results suggested that the application of HPHRP in the public universities has direct and indirect effects on organizational performance. Also, HPHRP are linked with both organizational support and supervisory support. In turn, the organizational support and supervisory support are strongly linked with organizational performance. Furthermore, both organizational support and supervisory support fully mediate the positive relationships between HPHRP and organizational performance. The mediating role of both organizational support and supervisory support revealed their significance in HPHRP-performance link particularly within the context of public universities.Research limitations/implicationsThe study employed self-report in collecting data for all the major constructs.Practical implicationsThe study demonstrated the importance of HPHR practices (rigorous selection processes; training and development opportunities; information and communication practices; employee involvement in decision making; job security; fair reward system; team working and career management) and how they are directly related to organizational support, supervisory support and performance of organization. Second, for the management to enhance organizational performance (particularly in public universities), the need to emphasize on appropriate and effective HRM practices capable of promoting organizational and supervisory supports is required. This will enable the creation of supportive work environment that will promote better organizational performance.Originality/valueThe study adds value by providing additional understanding of the significant role of organizational support and supervisors support in HPHRP-organizational performance link.

Teaching undergraduate geriatric dentistry in five South America countries.

This study aimed to qualitatively analyse undergraduate geriatric dentistry (GD) teaching characteristics identified by geriatric dentistry teachers and senior students in five South American countries. GD involves the knowledge and skills required to provide oral health care for older people. Exploratory-descriptive research with a qualitative approach developed in the undergraduate context of public universities in Chile, Argentina, Brazil, Colombia and Peru. Nine dental schools were intentionally selected. The participants were GD module teachers (20) and their senior students (30). Data were collected through open interviews via Skype® conducted between May and August 2015 and were analysed using a content analysis technique with ATLAS.ti® software, resulting in four categories. GD modules are theoretical or a theoretical-practical mix. Most teachers are prosthodontists without specific training in GD. Their motivations to teach GD are related to personal, family, professional and social reasons. Humanity, sensitivity and knowledge of older people are considered fundamental characteristics of a GD teacher. Students' first contact with an older person usually occurs during clinical activities. The participants mentioned insufficient hours for GD modules in the curricula and exclusively theoretical modules that do not allow students to learn typical specificities of older people. In the context of this study, the undergraduate GD teaching-learning process presented some weaknesses regarding educational methods, professor training and the interaction between older people and students. Diversification of learning scenarios and GD professor training are highly recommended.

Trust on Knowledge-Sharing Behaviour Among Academicians in Public Universities: A Review


 
 
 Universities are probably the places, where knowledge is freely and openly shared among the academicians. Although, the knowledge sharing is hardly presented within the university level these days in reality. Academic institutions, specifically the public universities are now experiencing the ever rising faculty demands for quality expertise and resource sharing. As a consequence, knowledge sharing has become a rising concern in academia. The study has aimed to assess the factors concerned with knowledge sharing among academicians in public universities. The study has reviewed the knowledge-sharing behaviour concept from the academic perspective in terms of written contribution, organizational communications, and communities of practice. Trust based on Social Exchange Theory has also been reviewed along with the association between trusts and knowledge-sharing behaviour. The study has highlighted trust as an essential factor, which makes an organization strive on valuable resources. Knowledge, on the other hand, is deemed as a power and considered as an undeniable aspect. Knowledge-sharing behaviour and humans are the two main constituents of knowledge. The study has presented the theoretical assessment of how the academicians are disposed positively towards the knowledge sharing within an organization. It is essential to assist practitioners to create and promote a knowledge-sharing environment especially within the context of public universities.
 
 
 
 Keywords: Trust, knowledge, knowledge-sharing behavior, public universities, Malaysia

Performance management in public universities: overcoming bureaucracy

PurposeConsidering a micro performance perspective, the purpose of this paper is to analyze whether and to what extent the adoption of better performance management systems could improve the performance levels of a public university.Design/methodology/approachWith reference to a period of four years (2011-2014), the quality of performance management systems of 29 Italian universities (response rate: 48 percent) was examined and the possible effects on performance levels of these institutions were analyzed by means of statistical methodologies (multiple regression analysis). Outcome indicators were considered.FindingsThe findings indicate the need to go further “measurement,” and to take care of performance “management,” especially in complex organizations as universities, where academicians identify themselves more with their professions than with the organization and where technicians and administrative employees might look at the performance-based reform with “bureaucratic eyes.” A fruitful cooperation between the professional soul and the bureaucratic one is paramount.Originality/valueStudies which analyze organizational factors that could affect the adoption and implementation of performance management systems are rare, and use in prevalence qualitative methods or refer to machine bureaucracies, not many to professional ones as public universities. Moreover, the performance management literature in a public university context deepens the topic of the selection of KPIs and the focus is mainly on macro performance or on management tools for gathering and analyzing performance measures.

Innovation strategies for successful commercialisation in public universities

PurposeThe purpose of this study was to explore the strategies performed by innovation actors to ensure commercialisation success, and to determine which of these strategies significantly predict a successful commercialisation within a public university context.Design/methodology/approachThe strategies conceptualised for this study included open innovation, strategic leadership and collaborative advantage. A total of 222 public university academics participated in an anonymous survey and were asked to provide responses on their innovation strategies. These responses were then explored to assess the construct validity of the survey instrument and further analysed using a hierarchical multiple regression technique to test the hypotheses and to compare several regression models.FindingsThe results suggested that strategic leadership and open innovation strategies are significant predictors for successful commercialisation with coefficient of multiple determination (R2) of 21 per cent. This study, however, found that collaborative advantage does not significantly determine commercialisation success.Research limitations/implicationsThe study was limited by the empirical evidence that was based on cross-sectional survey data of public university academics. A qualitative study with other groups of participants such as from the industries would further confirm the relationship between innovation strategies and commercialisation success. Future research should replicate this study in other settings to improve the generalisation of the findings.Originality/valueThis study discovered strategic leadership as the most dominant predictor for commercialisation success in a public university context followed by open innovation strategy. It confirms the strategic roles of leaders in innovation attempts and provides further understanding about the openness strategy in innovation.

Nearly-efficient tuitions and subsidies in American public higher education

A two-stage setting for determining subsidies and tuitions in a public university context is developed where fixed costs introduce an efficiency-enhancing role for taxpayer-financed appropriations. The optimal subsidy per enrollment is shown to be proportional to students’ maximum net willingness to pay. This result extends a well-known result associated with Ramsey pricing to include endogenous appropriations to public higher education. Realistic restrictions are imposed on the subsidy structure, and scenarios for determining tuitions are addressed and illustrated numerically, using budget data for the University of Iowa and the University of Michigan.