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Dissertation/Thesis Abstract

A Mixed- Methods Study Investigating the Perceptions of Culture among Faculty, Staff, Adjunct Instructors, and Administrators in a Four-Year, Private, Midwestern University
by Price, Amanda J., Ed.D., Lindenwood University, 2020, 179; 28094168
Abstract (Summary)

This mixed-methods study investigated the different perspectives between faculty, staff, adjunct instructors, and administrators utilizing the Competing Values Framework developed by Cameron & Quinn (2011). The quantitative portion of this study analyzed how each employee type viewed the institution’s current culture and how these perceptions were similar or dissimilar to the preferred culture. The qualitative portion, on the other hand, aimed at understanding each group’s viewpoints on the university’s ability to achieve its mission and purpose, adapt and change, clearly communicate, and to effectively lead. These insights were necessary for the researcher to gain insight into the institution’s culture beyond the scores derived from the Organizational Culture Assessment Instrument (OCAI).

The results from this study revealed the perceptions of the current and preferred cultural assessments were not significantly different between the various employee types. The qualitative data, however, revealed that the institution was in a state of transition and there was an overall lack of consensus between employees on the mission, purpose, and future direction of the institution. These underlying issues were hindering the institution’s ability to successfully drive change. The results from this study highlighted difficulties faced in change management strategies and agreement in cultural assessments did not equate to agreement in driving changes.

Indexing (document details)
Advisor: Nasser, Roger "Mitch"
Commitee: Long, John, Plunkett, John
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 82/3(E), Dissertation Abstracts International
Subjects: Higher Education Administration, Educational sociology
Keywords: Change management, Competing values framework, Cultural assessments
Publication Number: 28094168
ISBN: 9798664789362
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