To this date, research on the interplay between organisational structure/managerial and organisational value/psychological elements impacting educational quality enhancement is scarce. As a consequence of lacking knowledge in this area, institutions tend to address these elements in isolation, thereby moving past integral approaches, which reinforce the organisations’ quality culture. This paper/presentation elaborates on the results of a path analysis, to examine interrelationships between institutional context characteristics, work-related psychological attitudes of academic staff and their relationship with quality enhancement practices.
The findings highlight the importance of fostering ‘ownership’ to promote quality enhancement practices. Moreover, explicit concern for morale, involvement and development was found to significantly impact on various (positive) work-related psychological attitudes of coordinating teaching staff members. Counter to the hypotheses, a transactional/transformational leadership style was not related to these attitudes (empowerment, ownership and commitment); academics might need a more covert form of leadership entailing protection, support and the management of autonomy.
This paper was presented at EQAF and reflects the views of the named authors only.