Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue1.1998:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 1 [1998] 1 4 –2 2

Moving towards a quality climate at the University of

Cyprus

Petros Pashiardis

Asso c iate Pro fe sso r o f Educ atio nal Administratio n, De partme nt o f Educ atio n, Unive rsity o f Cyprus, Nic o sia, Cyprus

College climate has been defi ned as the collective personality of a college. The University of Cyprus, being a new institution, wanted to fi nd out the kind of climate which exists four years after it was established. The per-sonal assessment of the university climate survey was used. The purpose of the survey was to obtain the perceptions of employees concerning the university climate and examine this climate in conjunction with Likert’s systems theory of management. The following areas were found in most need of improvement: wider dissemination of information across the institution; more effective interaction of the leadership with personnel; more use of group problem-solving methods across and within departments and administrative services; and more need for feedback on their work from both faculty and administrative staff.

Introduction

Colle ge clim a t e h a s b een d efi n ed a s t h e collec-t ive p er s on a licollec-t y of a u n iver s icollec-t y, colle ge or ot h er or ga n iza t ion . It h a s a ls o b een d es cr ib ed a s t h e a t m osp h er e w h ich is cr ea t ed by t h e socia l a n d p r ofes sion a l in t er a ct ion s of t h e in d iv id u a ls of t h e colle ge. As s t a t ed by Sa r gea n t (1967), “Clim a t e m ay b e p ict u r ed a s a p er s on a lit y sk et ch of a sch ool. As p er s on a l-it y d es cr ib es a n in d iv id u a l so clim a t e d efi n es t h e es s en ce of a n in st it u t ion …” (p. 3). T h e colle ge clim a t e s er ves a cr u cia l r ole in d et er -m in in g “w h a t t h e in st it u t ion is a n d w h a t it m igh t b ecom e” (N or t on , 1984, p. 43). In gen -er a l, “clim a t e” is t o a n or ga n iza t ion w h a t “p er s on a lit y ” is t o a n in d iv id u a l (Rou ech e a n d Ba k er, 1986). M or eover, t h e clim a t e of a u n iver sit y a ffect s t h e over a ll a t m os p h er e of a p a r t icu la r in s t it u t ion t o s u ch a n ext en t t h a t on e ca n s en se t h e clim a t e p r es en t in t h e u n i-ver s it y or colle ge a lm ost im m ed ia t ely on en t er in g t h e bu ild in gs (Rou ech e a n d Ba k er, 1986).

Sever a l im p lica t ion s s er ve t o u n d er lin e t h e p a r a m ou n t im p or t a n ce of colle ge clim a t e in t h e u n iver s it y s et t in g. T h ese im p lica t ion s in clu d e t h e follow in g: t h e k in d of clim a t e t h a t exis t s set s t h e t on e for t h e u n iver s it y ’s a p p r oa ch in m eet in g s t a t ed goa ls a n d r es olv -in g p r oblem s; effect ive com m u n ica t ion n eces-sit a t es a clim a t e of t r u s t , m u t u a l r es p ect , a n d cla r it y of fu n ct ion ; clim a t e s er ves a s a n im p or t a n t d et er m in a n t of a t t it u d es t ow a r d s con t in u ou s p er s on a l gr ow t h a n d d evelop -m en t ; cli-m a t e con d it ion s t h e s et t in g for cr e-a t iv it y e-a n d t h e gen er e-a t ion of n ew id ee-a s e-a n d p r ogr a m im p r ovem en t s. F in a lly, t h e clim a t e w h ich exis t s in a n or ga n iza t ion is in t r ica t ely t ied w it h t h e q u a lit y of in t er n a l p r ocess es w it h in t h e or ga n iza t ion .

T h e a b ove d efi n it ion s a n d s t a t em en t s u n d er lin e t h e gr ea t im p or t a n ce of clim a t e t o a n in s t it u t ion . T h er efor e, on e cou ld lis t n u m er ou s r ea son s for s t u dy in g colle ge cli-m a t e. F ir s t , t h er e is ev id en ce of a r ela t ion sh ip b et w een clim a t e a n d ot h er or ga n iza t ion a l va r ia bles, s u ch a s : job s a t is fa ct ion ; job p er for -m a n ce; gr ou p co-m -m u n ica t ion ; lea d er sh ip st r u ct u r e; a n d or ga n iza t ion a l com m it m en t a s w ell a s or ga n iza t ion a l p er for m a n ce (An sa r i, 1980; J oyce a n d Slocu m , 1982). Secon d ,

k n ow in g t h e colle ge’s clim a t e is con sid er ed u sefu l for d evelop m en t effor t s w it h in a u n i-ver sit y. T h ir d , colle ge clim a t e h a s b een fou n d t o in fl u en ce t h e m ot iva t ion a n d b eh av ior s of in d iv id u a ls a n d , t h er efor e, t h e q u a lit y of t h eir a ct ion s w it h in t h e in s t it u t ion (Lik er t , 1967; Rou ech e a n d Ba k er, 1986; Sch n eid er a n d Sn yd er, 1975).

F u r t h er m or e, t h e lea d er sh ip st y le u sed by va r iou s levels of m a n a gem en t w ill in fl u en ce t h e clim a t e w h ich exis t s w it h in a n or ga n iza t ion . T h e im p or t a n ce of t h ese st y les a s d et er -m in er s of p r od u ct iv it y a n d a s d et er -m in er s of t h e d e gr ee of sa t isfa ct ion t h a t em p loyees r eceive fr om t h e p er for m a n ce in t h eir job s h a s b een w ell r ecogn ized in t h e r esea r ch lit er a t u r e. H ow ever, in sp it e of t h e fa ct t h a t lea d er sh ip h a s b een st u d ied for m a n y yea r s in a va r iet y of wor k set t in gs, t h er e is n o on e t h eor y of lea d er s h ip t h a t is u n iver sa lly a cce p t ed .

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Pe tro s Pashiardis Mo ving to wards a quality c limate at the Unive rsity o f Cyprus

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 1 [1 9 9 8 ] 1 4 –2 2

a b ou t t h eir job w it h collea gu es a n d lea d er s. T h er e is a feelin g of r es p on s ib ilit y w h ich r u n s t h r ou gh ou t t h e or ga n iza t ion a n d id ea s for p r oblem solv in g a r e s ou gh t . In con t r a st , Sy s t em 4 is ch a r a ct er ized by a lea d er sh ip st y le w h ich is r ela t ion sh ip or p er s on -or ien t ed , m u t u a lly t r u st in g, a n d on e in w h ich t h e lea d er h a s com p let e con fi d en ce in t h e follow er s. T h is st y le is b a sed on t h e a s su m p -t ion -t h a -t wor k is a s ou r ce of sa -t is fa c-t ion a n d w ill b e p er for m ed volu n t a r ily w it h self-d ir ec-t ion a n d s elf-con ec-t r ol s in ce p eop le h ave a b a sic n eed t o a ch ieve a n d b e p r od u ct ive. T h is la s t m a n a gem en t st y le (Sy st em 4) is p a r t icu la r ly d es cr ip t ive of t h os e w h o wor k in a u n iver s it y en v ir on m en t w h er e t h e or ga n iza t ion is m or e of a p r ofes s ion a l bu r ea u cr a cy a n d em p loyees h ave con s id er a ble fr eed om in t h e d a ily m a n -a gem en t of t h eir wor k en v ir on m en t .

In h is b ook T h e H u m a n Orga n iz a tion : Its M a n a gem en t a n d Va lu e, Lik er t (1967) a n d h is a s socia t es p r esen t n u m er ou s exa m p les of com p a n ies a n d or ga n iza t ion s t h a t h a d a Sy s -t em 4 m a n a gem en -t s-t y le, i.e. a s u p p or -t ive a n d p a r t icip a t ive a p p r oa ch . Gen er a lly, t h ese or ga -n iza t io-n s p r od u ced b et t er r es u lt s i-n t er m s of p r od u ct iv it y, cos t s, a b sen t eeism , a n d t u r n over. T h e or ga n iza t ion s a ls o p r od u ced a b et t er clim a t e ch a r a ct er ized by excellen t com m u n ica t ion , h igh er p eer -gr ou p loya lt y, h igh con fi d en ce a n d t r u s t , a n d favor a ble a t t it u d es t ow a r d s s u p er v isor s. Res ea r ch fi n d in gs a ls o s u p p or t ed t h e p er ce p t ion s of m a n -a ger s t h -a t m -a n -a gem en t s y s t em s w h ich r es em ble a Sy st em 4 st y le a r e m or e p r od u c-t ive a n d h ave low er cos c-t s a n d m or e favor a ble a t t it u d es t h a n d o t h ose sy st em s fa llin g m or e t ow a r d s Sy st em 1. F u r t h er m or e, sh ift s t ow a r d s Sy st em 4 w er e a ccom p a n ied by lon g-r a n ge im p g-r ovem en t in p g-r od u ct iv it y, la b og-r r ela t ion s, cos t s a n d ea r n in gs.

Purpose of the study

Ba s ed on t h e a b ove, t h e p u r p ose of t h is s u r vey w a s t o ob t a in t h e p er ce p t ion s of em p loy -ees con cer n in g t h e clim a t e a t t h e Un iver s it y of Cy p r u s in a n effor t t o p r om ot e m or e op en a n d con s t r u ct ive com m u n ica t ion a m on g fa cu lt y, a d m in ist r a t ive st a ff, a n d u n iver s it y a d m in is t r a t ion a n d , in gen er a l, in a n effor t t o im p r ove t h e over a ll clim a t e a t t h e u n iver s it y. T h er e w a s a ls o a d elib er a t e a t t em p t t o lin k t h e r a t in g s ca le w h ich w a s u s ed w it h t h e s u r vey in s t r u m en t (d escr ib ed in t h e n ext s ect ion ), w it h Lik er t ’s s y st em s t h eor y. T h e w ay t h e s ca le a n d t h e wor d in g of t h e in s t r u -m en t it e-m s w er e u s ed follow ed Lik er t ’s a p p r oa ch . T h er efor e, a r es p on s e of 1 in d ica t ed a Sy s t em 1 s it u a t ion in t h e u n iver s it y a n d a r es p on s e of 5 in d ica t ed a Sy s t em 4 s it u a t ion . In d oin g s o, t h e colle ge clim a t e wou ld b e exa m in ed in t er m s of w h er e it fi t s a ccor d in g

t o Lik er t ’s t h eor y a s su m in g t h a t a Sy st em 4 m a n a gem en t st y le is t h e on e m ost con d u cive a n d su it a ble t o a u n iver sit y en v ir on m en t . At t h is p oin t , it s h ou ld b e m en t ion ed t h a t even t h ou gh p r od u ct iv it y m ea s u r es in or ga n iza -t ion s su ch a s colle ges a n d u n iver si-t ies a r e d iffer en t t h a n t h e on es u s ed in ot h er or ga n i-za t ion s, it is sa fe t o a ssu m e t h a t a Sy st em 4 sit u a t ion is m or e d esir a ble sin ce a ca d em ic em p loyees w ill h ave m or e fr eed om t o a ct a n d b e p r od u ct ive a n d , t h u s, a p osit ive clim a t e wou ld b e con d u cive t o h igh er wor k p r od u ct iv -it y (i.e., m or e p a p er s p u blish ed , m or e gr a n t m on ies b r ou gh t in t o t h e u n iver s it y, m or e p r est ige, m or e st u d en t s, b et t er t ea ch in g, et c.).

Research methodology

The survey instrument

T h e p er son a l a ss essm en t of t h e u n iver sit y clim a t e su r vey (PAUCS) w a s u sed (b a sed on Lik er t ’s in st r u m en t s a n d on t h e a u t h or ’s p r ev iou s wor k w it h Geor ge Ba k er of t h e Un i-ver sit y of N or t h Ca r olin a a t Ch a p el H ill), a s m od ifi ed a n d a d a p t ed t o su it t h e sp ecifi c sit u -a t ion cu r r en t ly exis t in g -a t t h e Un iver sit y of Cy p r u s[1] (UCy ). F u r t h er m or e, r esp on d en t s w er e in v it ed t o su b m it w r it t en com m en t s so a s t o elicit m or e com p r eh en sive in for m a t ion .

Two for m s of t h e su r vey w er e u sed , on e for t h e fu llt im e fa cu lt y a n d t h e ot h er for a d m in -ist r a t ive s t a ff. T h e q u est ion s on t h e t wo for m s w er e id en t ica l in t er m s of t h e con t en t a r ea s m ea su r ed bu t w er e wor d ed d iffer en t ly in a r ea s w h ich d iffer ed p r im a r ily b eca u se of t h e n a t u r e of t h e job p er for m ed or of t h e t a sk s in volved .

T h e PAUCS w a s d iv id ed in t o six sect ion s or ca t e gor ies. T h ese ca t e gor ies w er e:

1 for m a l in fl u en ce; 2 com m u n ica t ion ; 3 colla b or a t ion ;

4 or ga n iza t ion a l s t r u ct u r e; 5 job sa t isfa ct ion ;

6 a n d st u d en t focu s.

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t h is w ay, t h e a r ea s in n eed of im p r ovem en t cou ld b e r a n k ed in or d er of p r ior it y, t h er eby a s s is t in g in t h e clim a t e im p r ovem en t p r ocess. T h e in st r u m en t it s elf h a s a h igh r elia b ilit y coefficien t (Cr on b a ch ’s a = 0.92). T h e PAUCS w a s a d m in is t er ed a n d com p let ed by 150 em p loyees a t t h e UCy in J a n u a r y 1996. Sev -en t y -eigh t of 131 fu ll-t im e fa cu lt y a n d 72 of 110 a d m in is t r a t ive p er son n el su r vey s w er e col-lect ed for a n a ly sis.

Data analysis

Su r vey r es p on s es w er e en t er ed in t o a M a cin -t os h com p u -t er, u sin g -t h e “SP SS for -t h e Ma c-in t os h ” s oft w a r e. An a ly ses w er e con d u ct ed p r im a r ily u sin g m ea n s, s t a n d a r d d ev ia t ion s, t-t es t s, a n d fr eq u en cies. T h e m et h od of “ga p a n a ly s is ” w a s u sed t o fi n d t h e a r ea s w it h m os t n eed for im p r ovem en t a s follow s : t h e t wo m ea n s for ea ch on e of t h e s t a t em en t s of t h e q u es t ion n a ir e w er e su b t r a ct ed fr om ea ch ot h er ; t h e gr ea t er t h e d iffer en ce (i.e. t h e la r ger t h e ga p ) t h e m or e n eed for im p r ove-m en t t h er e w a s. T h e follow in g fi ve r es ea r ch q u es t ion s w er e exp lor ed u s in g t h e d a t a gen er -a t ed fr om t h e clim -a t e in st r u m en t :

1 H ow r e p r es en t a t ive w a s t h e s u r vey sa m p le w h en com p a r ed t o t h e p os sible r es p on s e r a t e of t h os e em p loyed a t t h e UCy ? 2 H ow d o p er son n el em p loyed a t t h e UCy

p er ceive t h e over a ll u n iver s it y clim a t e? 3 Ar e t h er e d iffer en ces in p er ce p t ion of t h e

u n iver s it y clim a t e a m on g t h e t wo gr ou p s of p er s on n el (i.e. fu ll-t im e fa cu lt y a n d a d m in ist r a t ive st a ff)?

4 Ar e t h er e d iffer en ces in p er ce p t ion of t h e u n iver s it y clim a t e in r ela t ion sh ip t o t h e len gt h of ser v ice a t t h e UCy ?

5 Wh a t r ecom m en d a t ion s for ch a n ge a n d im p r ovem en t ca n b e m a d e b a s ed on t h e r es u lt s of t h e clim a t e s u r vey ?

Results and discussion

E a ch of t h e r es ea r ch q u es t ion s is a n sw er ed b elow in t h e or d er in w h ich it w a s lis t ed in t h e p r ev iou s sect ion . Det a iled gr a p h ic r e p r e-sen t a t ion s of t h e r es u lt s h ave b een p r e p a r ed t o p r ov id e t h e r ea d er w it h t h e gr ea t es t p oss ible a m ou n t of in for m a t ion . T h is w a s p u r -p osely d on e in a n effor t t o -p r ov id e a gr a -p h ic d a t a p r es en t a t ion s ch em e w h ich cou ld s er ve a s a n exa m p le w h en in s t it u t ion a l r es ea r ch er s n eed t o p r esen t d a t a for bu s y b oa r d or t r u s t ee m em b er s w h o u su a lly avoid r ea d in g t oo m u ch t ext . T h u s, t h e r ea d er m ay n eed on ly t o r efer t o t h e gr a p h ics in or d er t o get a n in -d e p t h p ict u r e of t h e r esu lt s. T h e n a r r a t ive follow in g ea ch q u est ion ser ves sim p ly t o d es cr ib e a n d ela b or a t e on t h e in for m a t ion con veyed by ea ch gr a p h ic.

F u r t h er m or e, b efor e a n y d is cu s sion b e gin s, it sh ou ld b e st r es sed t h a t t h e s u r vey r es u lt s

in d ica t e em p loyee p er ce p t ion s a b ou t r ea lit y a t t h e u n iver s it y. T h u s, t h e r ea l sit u a t ion m ay n ot r efl ect w h a t is p er ceived by em p loyees (it cou ld b e b et t er or wor se). H ow ever, in a n y or ga n iza t ion , w h en a sit u a t ion is p er ceived in a p a r t icu la r w ay by a n y gr ou p of em p loyees, t h en , in t h eir eyes, t h is is r ea lit y a n d , t h er e-for e, it sh ou ld b e t r ea t ed a s su ch . T h is is t h e a p p r oa ch t h e a u t h or h a s t a k en in t r ea t in g a n d in t er p r et in g d a t a in t h is r e p or t .

Question 1

H ow rep resen ta tiv e w a s th e su r v ey sa m p le w h en com p a red to th e p ossible resp on se ra te of th ose em p loyed a t th e UCy?

A t ot a l of 150 ou t of 242 or 62 p er cen t of u n i-ver sit y p er son n el (exclu sive of p a r t -t im e fa cu lt y a n d ot h er a u xilia r y t ea ch in g st a ff) com p let ed t h e p er son a l a ssessm en t of t h e u n iver sit y clim a t e su r vey. T h is r et u r n r a t e in d ica t ed u n iver s it y -w id e in t er est in t h e p r oject . F igu r e 1 s h ow s r esp on d en t s b r ok en d ow n by p er son n el cla ssifi ca t ion , w h er ea s Ta ble I com p a r es t h e p r op or t ion of r esp on -d en t s t o t h e u n iver sit y em p loyee p op u la t ion s t h ey r e p r esen t .

Question 2

H ow d o p erson n el em p loyed a t th e UCy p er -ceiv e th e ov era ll u n iv ersity clim a te?

T h e r es u lt s fr om t h e PAUCS in d ica t ed t h a t u n iver sit y p er son n el p er ceive t h e com p osit e clim a t e a t t h e UCy t o lie b et w een a Sy st em 2

Fac ulty 5 3 %

Pro fe ssio nal Staff 2 3 %

Suppo rt Staff 2 4 % Figure 1

Pro po rtio n o f to tal re spo nse s by pe rso nne l c lassific atio n

Table I

Re pre se ntative ne ss o f sample – pe rso nne l c lassific atio n

Employed at

university Respondents

No. No. Percentage

Full-time faculty 1 3 2 7 8 6 0

Administrative staff (professional and support

staff) 1 1 0 7 2 6 6

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Table II

Co mparative me an re spo nse s to 4 8 -ite m surve y fo r all pe rso nne l

IS SB DF

Formal influence

1 The information on the university mission 3 .0 9 4 .6 6 1 .5 7

2 Confidence in my work as expressed by my leaders 3 .3 4 4 .7 1 1 .3 7

3 The quality of guidance received regarding my work 2 .2 9 4 .0 2 1 .7 3

4 Opportunities to be creative in my work 2 .6 2 4 .7 5 2 .1 3

5 The extent to which my leaders emphasize my personal and professional development 2 .2 3 4 .5 5 2 .3 2

6 The vision for the future provided by leaders 2 .4 1 4 .4 7 2 .0 6

7 The quality of leader and follower interaction 1 .9 6 4 .5 7 2 .6 1

8 M y motivation to perform work in the college 2 .1 5 4 .6 7 2 .5 2

9 The emphasis on high task accomplishment at the university 2 .6 5 4 .7 7 2 .1 2

Communication

10 The quantity of information I receive in my work 2 .7 7 4 .5 8 1 .8 1

11 The extent to which information is useful in my work 2 .5 2 4 .6 6 2 .1 4

12 The extent to which information is shared 1 .9 5 4 .6 0 2 .6 5

13 The extent to which positive expectations are communicated 2 .4 2 4 .5 2 2 .1 0

14 The clarity of outcomes to be achieved 2 .4 8 4 .5 8 2 .1 0

15 The clarity of written guidelines used in my work 2 .3 7 4 .4 3 2 .0 6

16 The quality of verbal communication with leaders 3 .1 0 4 .7 1 1 .6 1

17 The quality of written communication with leaders 2 .8 3 4 .4 3 1 .6 0

Collaboration

18 The opportunity to work jointly with others 2 .5 8 4 .5 0 1 .9 2

19 The spirit of co-operation within my unit 2 .8 5 4 .9 0 2 .0 5

20 The spirit of co-operation across different units of the university 2 .2 2 4 .7 2 2 .5 0

21 The use of group problem solving employed in my unit 2 .4 7 4 .5 9 2 .1 2

22 The use of group problem solving across the university 1 .9 2 4 .4 7 2 .5 5

23 The extent to which various university personnel interact with the community 2 .6 9 4 .3 3 1 .6 4

24 The extent to which my ideas are utilized 2 .5 9 4 .3 2 1 .7 3

25 The extent to which I feel rewarded for my efforts 2 .2 7 4 .5 9 2 .3 2

Organizational structure

26 The extent to which policies and procedures guide my work 2 .7 6 3 .9 8 1 .2 2

27 The quality of feedback that I receive in my work 2 .2 0 4 .4 5 2 .2 5

28 The number of different tasks that I do 3 .7 4 2 .8 7 –0 .8 7

29 The ability to set my own work schedule 3 .0 6 4 .6 7 1 .6 1

30 The appreciation for my work as shown by colleagues 3 .2 0 4 .4 4 1 .2 4

31 The degree of accuracy demanded in my work 4 .0 9 4 .7 2 0 .6 3

32 The extent to which decisions are made at the appropriate level of the organization 2 .6 2 4 .3 5 1 .7 3

Job satisfaction

33 The extent to which accuracy is expected in my job 3 .6 2 4 .5 2 0 .9 0

34 The extent to which special skills are required in my job 3 .9 8 4 .4 1 0 .4 3

35 The overall importance of my job to the mission of the university 3 .9 9 4 .8 9 0 .9 0

36 The extent to which I am responsible for important work 4 .0 4 4 .3 9 0 .3 5

37 The opportunity for advancement in this organization 2 .0 2 4 .6 6 2 .6 4

38 The quality of my relationship with colleagues in this organization 3 .0 8 4 .7 3 1 .6 5

39 The extent to which I find my overall job motivating 3 .6 3 4 .8 8 1 .2 5

Student focus

40 The extent to which students’ needs are central to what we do 3 .4 7 4 .4 8 1 .0 1

41 The quality of education received by students 3 .3 5 4 .7 9 1 .4 4

42 The effectiveness and efficiency of teaching staff 3 .5 3 4 .6 2 1 .0 9

43 The quality of administrative services 3 .3 2 4 .8 3 1 .5 1

44 The quality of student services 3 .4 7 4 .7 0 1 .2 3

45 The quality of career development of students 3 .1 5 4 .6 8 1 .5 3

46 The quality of student personal development 3 .1 8 4 .6 2 1 .4 4

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T h e p r e p on d er a n ce of Sy s t em 2 s cor es in d i-ca t es t h a t p er son n el h a s a low t o m ed iu m level of s a t is fa ct ion w it h t h e clim a t e a t t h e u n iver s it y. Over a ll r esu lt s of t h e s u r vey y ield ed a n ot so h ea lt h y u n iver s it y clim a t e (2.89). F igu r es 4-6 s h ow t h e r a t in gs of ea ch em p loyee gr ou p for ea ch of t h e 48 clim a t e it em s a s w ell a s t h e gen er a l r a t in gs for a ll. Sp ecifi ca lly, F igu r e 4 p or t r ay s t h e d a t a fr om Ta ble II in gr a p h ic for m for a ll 48 q u est ion -n a ir e it em s. Ta bles III-V i-n d ica t e t h e t op t w elve p r ior it ies for ch a n ge a s exh ib it ed in t h e p r ev iou s fi gu r es. It is in t er es t in g t o n ot e t h a t u n iver sit y w id e (a n d fa cu lt y a n d a d m in -is t r a t ive s t a ff s e p a r a t ely ) a r ea s n eed in g t o ch a n ge lie p r im a r ily w it h in t h e fi r s t t h r ee a r ea s of t h e in st r u m en t , i.e. for m a l in fl u en ce, com m u n ica t ion a n d colla b or a t ion . T h is r esu lt is in a ccor d a n ce w it h m os t of t h e cli-m a t e s t u d ies con d u ct ed by Ba k er a n d

P a sh ia r d is in t h e USA b et w een 1989 a n d 1992. T h er e is a lot of ev id en ce in d ica t in g t h a t som e of t h e b igges t or ga n iza t ion a l p r oblem s for colle ges a n d u n iver s it ies a r e com m u n ica t ion (in t er m s of m isin for m a t ion or n o t im ely in for m a t ion a t a ll) a n d colla b or a t ion p r ob -lem s (in t er m s of sh a r in g r esou r ces or coop er a t in g a n d coor d in a t in g b et w een d iffer -en t d e p a r t m -en t s a n d fa cu lt ies). T h is is a clea r in d ica t ion for t er t ia r y in st it u t ion s a s t o w h ich d ir ect ion t h ey sh ou ld m ove in or d er t o im p r ove t h eir clim a t e. It is a lso in t er est in g t o n ot e t h a t it em 28 (“T h e n u m b er of d iffer en t t a sk s t h a t I d o”) got a n e ga t ive r a t in g w h ich in d ica t es t h a t t h er e is a lot of d iffer en t ia t ion r e ga r d in g t h e t a sk s a n in d iv id u a l is exp ect ed t o p er for m w it h in t h e in st it u t ion a n d t h a t su ch d iffer en t ia t ion is n ot d esir a ble, a t lea st t o t h e ext en t t h a t is cu r r en t ly ev id en t a t t h e Un iver s it y of Cy p r u s. T h is is p r ob a b ly t r u e for t h e UCy b eca u se, b ein g a n ew in st it u t ion , t h er e is a lot t h a t n eed s t o b e d on e (n ew r u les, r e gu la t ion s, com m it t ee wor k , in t r od u ct ion of n ew p r ogr a m s) a n d , t h er efor e, a ll st a ff (b ot h fa cu lt y a n d a d m in ist r a t ive s t a ff) a r e in volved in sever a l d iffer en t t y p e of t a sk s a t on e p oin t in t im e. On e cou ld a r gu e t h a t com m it t ee wor k is p r esen t in a ll in st it u t ion s of h igh er ed u ca t ion s in ce t h is is t h e m od u s op era n d i; h ow -ever, w h en on e is t r y in g t o bu ild a n ew in st i-t u i-t ion on e cou ld a ss u m e i-t h a i-t i-t h er e is a loi-t m or e t o b e d on e t h a n t h er e is in a n or ga n iza -t ion w h ich h a s b een in exis-t en ce for som e t im e.

Question 4

A re th ere d ifferen ces in p ercep tion of th e u n iv ersity clim a te in rela tion to th e len gth of ser v ice a t th e UCy?

T h e d a t a gen er a t ed fr om t h is q u es t ion a r e p r esen t ed in Ta bles VI a n d VII. Wh en t h e com p os it e clim a t e aver a ges of ea ch of t h e in st r u m en t ’s s ix ca t e gor ies w er e com p a r ed t o len gt h of ser v ice on t h e (IS) som e in t er est in g com p a r ison s a r ise. For exa m p le, a s ca n b e seen in Ta ble VI, t h e m or e yea r s of ser v ice fa cu lt y m em b er s h ave, t h e m or e im p r ovem en t t h er e is in t er m s of t h e u n iver sit y clim a t e a s p er ceived by t h em in fou r ou t of t h e s ix ca t e-gor ies: for m a l in fl u en ce; com m u n ica t ion ; job sa t isfa ct ion ; a n d st u d en t focu s. Con ver sely, t h e p er ce p t ion of colla b or a t ion a n d or ga n iza -t ion a l s-t r u c-t u r e ge-t sligh -t ly wor se a s fa cu l-t y h ave m or e yea r s of ser v ice a t t h e u n iver sit y. Alm ost t h e con t r a r y is h a p p en in g w it h t h e a d m in ist r a t ive st a ff (see Ta ble VII). T h e cli-m a t e p er ce p t ion is a lcli-m ost a r ou n d 3.00 on t h e 5-p oin t sca le on fi ve of t h e six q u est ion n a ir e ca t e gor ies w h en a d m in ist r a t ive st a ff en t er t h e u n iver sit y, a n d t h in gs get wor s e a s a d m in ist r a t ive s t a ff sp en d m or e yea r s a t t h e in st it u -t ion . T h e on ly s ec-t ion -t h a -t seem s -t o b e ge-t -t in g 5

4

3

2

1

Explo itative Autho ritative

Be ne vo le nt Autho ritative Co nsultative

Partic ipative Gro up

1 3 5 7 9 1 1 1 3 1 5 1 7 1 9 2 1 2 3 2 5 2 7 2 9 3 1 3 3 3 5 3 7 3 9 4 1 4 3 4 5 4 7

Key

IS SHOULD BE

Figure 4

All pe rso nne l’ s me an re spo nse s – 4 8 ite ms

5

4

3

2

1

Be ne vo le nt Autho ritative

Co nsultative Partic ipative Gro up

1 3 5 7 9 1 1 1 3 1 5 1 7 1 9 2 1 2 3 2 5 2 7 2 9 3 1 3 3 3 5 3 7 3 9 4 1 4 3 4 5 4 7

Key

IS SHOULD BE

Figure 5

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b et t er a s t h e yea r s of ser v ice in cr ea se is col-la b or a t ion a m on g st a ff, som et h in g w h ich is ver y en cou r a gin g. Ap p a r en t ly, st a ff get t o k n ow ea ch ot h er on t h e job a n d colla b or a t e a s t h ey wor k t oget h er or a s t h ey a r e u n it ed by com m on a n xiet ies a n d d iss a t is fa ct ion . Wh a t is a la r m in g is t h a t a d m in is t r a t ive st a ff feel t h a t t h in gs get wor s e in t h e a r ea s of for m a l in fl u en ce, com m u n ica t ion , or ga n iza t ion a l st r u ct u r e, a n d job sa t isfa ct ion .

In gen er a l, t h e fa cu lt y ’s p er ce p t ion of t h e u n iver s it y clim a t e get s sligh t ly b et t er t h e lon ger t h ey s t ay a t t h e u n iver s it y (a lt h ou gh st ill in t h e a r ea of 3.00) w h er ea s t h e a d m in is -t r a -t ive s -t a ff ’s p er ce p -t ion ge-t s sligh -t ly wor s e (in t h e a r ea of 2.80) a s t h ey st ay lon ger a t t h e

u n iver sit y. H ow ever, t h is d iffer en ce in t h e m ea n s b et w een fa cu lt y a n d a d m in ist r a t ive st a ff w a s n ot st a t ist ica lly sign ifi ca n t .

Question 5

W h a t recom m en d a tion s for ch a n ge a n d im p r ov em en t ca n b e m a d e b a sed on th e resu lts of th e clim a te su r v ey?

On e of t h e p r im a r y p u r p oses of t h e p er son a l a ssessm en t of t h e u n iver sit y clim a t e su r vey w a s t o p r ov id e r ecom m en d a t ion s for ch a n ge in a n effor t t o im p r ove t h e u n iver s it y clim a t e. To a ccom p lish t h is goa l, a “p r ior it y in d ex scor e” w a s com p u t ed for ea ch of t h e 48 cli-m a t e it ecli-m s. T h is scor e en t a iled ca lcu la t in g t h e d iffer en ce b et w een t h e aver a ge r a t in g for ea ch it em on t h e “IS” sca le a n d t h e aver a ge “id ea l” r a t in g for ea ch it em “SB.” In t h is w ay, im p or t a n t a r ea s n eed in g im p r ovem en t cou ld b e id en t ifi ed a n d p r ior it ized . On e w ay t o t h in k a b ou t t h ese scor es is t o see t h e “p r ior -it y in d ex scor es” a s m ea su r es of t h e ext en t t o w h ich in d iv id u a ls a n d gr ou p s ca n b e m ot i-va t ed t o im p r ove p er for m a n ce w it h in t h e u n iver sit y. T h u s, in a sen s e, t h e ga p b et w een t h e scor es on “w h a t is” a n d “w h a t s h ou ld b e” of ea ch it em is t h e zon e of a cce p t a ble ch a n ge w it h in t h e u n iver sit y. T h ese p r ior it y in d ices w er e p r es en t ed in Ta bles III-V p r ev iou sly. F r om t h e a n a ly sis of t h es e d a t a , it ca n b e seen t h a t t h e t wo em p loyee gr ou p s id en t ifi ed fi ve it em s t h a t w er e com m on t o b ot h em p loyee ca t e gor ies a s n eed in g m ost a n d , t h er efor e, u r gen t im p r ovem en t . T h ese it em s a r e a s follow s: 12, in for m a t ion sh a r in g a cr oss u n i-ver sit y ; 7, q u a lit y of lea d er / follow er in t er a c-t ion ; 22, u se of gr ou p p r oblem solv in g a cr oss u n iver sit y ; 8, m ot iva t ion t o d o m y job ; a n d 27, q u a lit y of feed b a ck for m y wor k .

Mor eover, fou r of t h e a b ove-m en t ion ed it em s (12, 7, 22 a n d 37) r eceived ver y low r a t -in gs a n d fa ll w it h -in t h e exp loit a t ive a u t h or i-t a i-t ive m a n a gem en i-t sy si-t em . Ii-t is, i-t h er efor e, of p a r t icu la r im p or t a n ce t h a t t h e UCy fi n d s w ay s t o a d d r ess t h ese p er ceived n eed s in a n u r gen t fa sh ion . T h u s, t h e follow in g a r ea s ca n b e seen a s in n eed of ch a n ge:

• T h e u n iver sit y lea d er sh ip n eed s t o fi n d w ay s t o d issem in a t e in for m a t ion a cr oss t h e in st it u t ion effect ively a n d efficien t ly so t h a t p er s on n el get t h e feelin g t h a t t h ey a r e in for m ed of w h a t is h a p p en in g w it h in t h e in st it u t ion , esp ecia lly in m a t t er s of gen er a l con cer n . Of cou r s e, in a n ew in st it u t ion , su ch a s t h e UCy, t h is n eed is even m or e u r gen t sin ce t h in gs ch a n ge fa st a n d n ew r u les a n d r e gu la t ion s a r e in t r od u ced con -st a n t ly a s t h e u n iver sit y gr ow s d u r in g t h e fi r st yea r s of it s exis t en ce. T h is sit u a t ion h a s b een d es cr ib ed by som e fa cu lt y m em -b er s w it h su ch exp r es sion s a s “m ov in g sa n d ” a n d “t h e sit u a t ion is s o fl u id t h a t it 5

4

3

2

1

Be ne vo le nt Autho ritative

Co nsultative Partic ipative Gro up

1 3 5 7 9 1 1 1 3 1 5 1 7 1 9 2 1 2 3 2 5 2 7 2 9 3 1 3 3 3 5 3 7 3 9 4 1 4 3 4 5 4 7

Key

IS SHOULD BE

Figure 6

Administrative staff c o mpile d me an re spo nse s – 4 8 ite ms

Table III

Pro file o f the unive rsity c limate : unive rsity-wide prio ritie s fo r c hange

Priority Item no. Area to change

1 1 2 Information sharing ac ross the university 2 3 7 Opportunities for advanc ement

3 7 Quality of leader/ follower interac tion 4 2 2 Use of group problem solving ac ross c ollege 5 8 Motivation to do my job

6 2 0 Co-operation among university departments 7 2 5 Feeling rewarded for my efforts

8 5 Extent that my supervisor gives emphasis to my personal and professional growth

9 2 7 Quality of feedbac k

10 1 1 Extent of information available and its usefulness 11 4 Opportunities to be c reative

12 2 1 Use of group problem solving in my unit

Note:

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b ecom es t oo s lip p er y.” T h er efor e, m or e efficien t d ist r ibu t ion of in for m a t ion w ill im p r ove t h e ca m p u s clim a t e a n d h elp a lle-v ia t e s om e of t h e fr u s t r a t ion t h a t cu r r en t ly seem s t o exist .

• It is a ls o u r gen t t h a t t h e lea d er s h ip fi n d s w ay s t o m or e effect ively in t er a ct w it h fa c-u lt y a n d a d m in is t r a t ive p er son n el, t h c-u s, in cr ea s in g t h e q u a lit y of t h is r ela t ion sh ip. T h er e is n eed for m or e p er s on a l com m u n i-ca t ion a n d a b et t er h u m a n -r ela t ion s a p p r oa ch on t h e p a r t of t h e u n iver s it y lea d -er s h ip (p r im a r ily fr om t h e r ect or a n d v ice-r ect oice-r, a s in d ica t ed by t h e w ice-r it t en

com m en t s of t h e r esp on d en t s). Becom in g m or e v isible a r ou n d t h e ca m p u s a n d / or h old in g gen er a l a s sem blies w it h t h e st a ff (fa cu lt y a n d a d m in ist r a t ive) in or d er t o cr ea t e a sen se of m ission a n d a com m on v ision is on e w ay of d oin g t h a t . An ot h er w ay is t h e p u blica t ion of a b i-w eek ly n ew slet t er fr om t h e u n iver s it y lea d er sh ip w h er e a ll im p or t a n t u n iver sit y a ct iv it ies a n d fa ct s a r e p r esen t ed .

• A t h ir d a r ea n eed in g a t t en t ion is t h e on e d ea lin g w it h t h e u se of gr ou p p r oblem -solv in g m et h od s a n d t ech n iq u es a cr oss a n d w it h in d e p a r t m en t s a n d a d m in is t r a t ive ser v ices. Ap p a r en t ly, t h er e is a n eed for m or e gr ou p wor k a n d colla b or a t ion w h en t r y in g t o solve p r oblem s t h a t in volve d iffer en t d e p a r t m en t s a n d a d m in ist r a t ive ser -v ices. T h r ou gh t h eir w r it t en com m en t s, it ca n b e seen t h a t p er son n el w a n t t o get in volved in w h a t a ffect s t h em a n d t h eir d iv ision . If t h er e is gr ea t er in volvem en t , p eop le a r e b ou n d t o b ecom e m or e coh esive a s a gr ou p a n d im p r ove t h eir feelin gs of ow n er s h ip a n d a cce p t a n ce.

• T h er e is a lso a p er ceived n eed for feed b a ck on t h eir wor k fr om b ot h fa cu lt y a n d a d m in -ist r a t ive s t a ff. T h ou gh t h is fa ct m ay seem t o b e su r p r isin g, a t fi r st , esp ecia lly com in g fr om t h e fa cu lt y, w e sh ou ld n ot b e so su r -p r ised . T h e UCy, b ein g a n ew in s t it u t ion , st ill d oes n ot h ave clea r d ir ect ion s for fa c-u lt y a s t o h ow t h ey w ill ga in t en c-u r e or h ow t h eir wor k is goin g t o b e eva lu a t ed . It is, t h er efor e, q u it e n or m a l t o b e in n eed of feed b a ck a b ou t t h e q u a lit y of t h eir wor k w h et h er it is p osit ive or n e ga t ive feed b a ck . T h e sa m e (even t o a gr ea t er ext en t ) h old s t r u e for t h e a d m in is t r a t ive st a ff, w h o in d i-ca t ed t h a t t h e gr ea t est a r ea in n eed of ch a n ge for t h em is it em 37 (op p or t u n it ies for ca r eer a dva n cem en t in t h is in st it u t ion ). It is t r u e t h a t m ost a d m in is t r a t ive p osit ion s a t t h e UCy a r e d ea d -en d p osit ion s in t er m s of p r om ot ion . T h er efor e, som e job r ed esign n eed s t o t a k e p la ce a t t h e UCy so t h a t a d m in ist r a t ive s t a ff feel t h a t t h eir effor t s w ill b e r ew a r d ed w it h p r om ot ion . It em 8 (m ot iva t ion t o d o m y job ), w h ich is t h ir d on t h eir list of u r gen t n eed s for ch a n ge, is d efi n it ely con n ect ed w it h t h e feelin g of goin g n ow h er e in t er m s of t h eir ca r eer, esp ecia lly if t h e w r it t en com m en t s given by a d m in ist r a t ive s t a ff a r e t a k en in t o con sid -er a t ion .

In sh or t , t h e a b ove a r ea s n eed in g u r gen t ch a n ge in d ica t e w h er e t h e UCy sh ou ld con -cen t r a t e it s effor t s in t h e n ext few yea r s, if t h e in st it u t ion w ish es t o im p r ove it s over a ll cli-m a t e a n d , p r esu cli-m a bly, it s effect iven ess. T h e u n iver s it y lea d er sh ip n eed s t o m ove fa st sin ce em p ir ica l fi n d in gs d em on st r a t e t h a t clim a t e exer t s a sign ifi ca n t effect on Table IV

Pro file o f the unive rsity c limate : fac ulty prio ritie s fo r c hange

1 2 0 Co-operation among university departments 2 7 Quality of leader/ follower interac tion

3 2 2 Use of group problem solving ac ross the university 4 1 2 Information sharing ac ross university

5 1 9 Co-operation within my department 6 6 Vision as presented by university leadership 7 2 7 Quality of feedbac k for my work

8 9 Emphasis on top-level work at university 9 1 4 Clarity of outc omes to be ac hieved 10 8 Motivation to do my job

11 4 Opportunities to be c reative

12 1 3 Expec tations of the department leadership are known

Table V

Pro file o f the unive rsity c limate : administrative staff prio ritie s fo r c hange

1 3 7 Opportunities for c areer advanc ement 2 1 2 Information sharing ac ross the university 3 8 Motivation to do my job

4 7 Quality of leader/ follower interac tion 5 2 5 Feeling rewarded for my efforts

6 2 2 Use of group problem solving ac ross university

7 5 Extent that my supervisor gives emphasis to my personal and professional growth

8 1 5 Clarity of written guidelines used in my work 9 1 1 Extent of information available and its usefulness 10 2 1 Use of group problem solving within my unit 11 2 7 Quality of feedbac k for my work

12 2 9 Freedom to arrange own work program

Table VI

Pro file o f pre se nt unive rsity c limate (IS): le ngth o f se rvic e (ye ars) at the UCy-fac ulty

Service Inf Com Col Org Job Stu M ean

0-1 2 .4 4 2 .3 7 2 .4 6* 3 .0 0* 3 .0 0 2 .7 1 2 .6 6 2-4 2 .3 0 2 .4 9 2 .1 6 2 .9 6 3 .5 8 3 .0 9 2 .7 6 4+ 2 .5 3* 2 .6 5* 2 .3 7 2 .9 4 3 .7 7* 3 .5 7* 2 .9 7*

M ean 2 .4 2 2 .5 0 2 .3 3 2 .9 6 3 .4 5 3 .1 2 2 .7 9

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or ga n iza t ion a l p er for m a n ce (Rou ech e a n d Ba k er, 1986).

In con clu sion , con sid er a ble a t t en t ion h a s b een d evot ed in t h e p a st d eca d es t o t h e d efi n it ion a n d in ves t iga t ion of t h e n ot ion of a colle ge’s clim a t e, cu lt u r e, a t m os p h er e, p er -son a lit y or et h os (An d er s on , 1982). Wh a t ever t h e t er m u t ilized , a colle ge’s clim a t e a p p ea r s t o b e on e of t h e k ey fa ct or s in d et er m in in g it s su cces s or fa ilu r e a s a p la ce of lea r n in g a n d it , t h er efor e, m er it s ou r a t t en t ion . It is h op ed t h a t t h is ca se st u dy cou ld ser ve a s a n exa m p le of a n in s t it u t ion ’s a t t em p t t o “m ea s u r e it s p er s on a lit y ” in a n effor t t o im p r ove it s over -a ll clim -a t e.

Note

1 T h e Un iver sit y of Cy p r u s is a fa ir ly n ew in s t i-t u i-t ion . Ii-t w a s cr ea i-t ed by Law 144/ 89, en a ci-t ed by t h e Cy p r u s H ou se of Re p r es en t a t ives in 1989, a n d a cce p t ed it s fi r s t s t u d en t s in 1992. It n ow h a s a t ot a l of a b ou t 2,100 s t u d en t s, 131 fa cu lt y m em b er s a n d 110 a d m in is t r a t ive s t a ff.

References

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368-420.

An sa r i, M. (1980), “Or ga n iza t ion a l clim a t e: h om o-gen eit y w it h in a n d h et er oo-gen eit y b et w een or ga n iza t ion s”, S ocia l a n d E con om ic S tu d ies, Vol. 111 N o. 1, p p. 89-96.

Ba ssey, M. a n d Yeom a n s, B. (1989), “Sch ool cli-m a t e-cli-m on it or in g st a ff op in ion in a p r icli-m a r y sch ool”, S ch ool Orga n iz a tion , Vol. 9 N o. 2, p p. 219-31.

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Orga n iz a tion , Vol. 13 N o. 2, p p. 119-25.

Caw elt i, G. (1984), “Beh av ior p a t t er n s of effect ive p r in cip a ls”, E d u ca tion a l L ea d ersh ip , Vol. 41 N o. 5, p. 3.

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Ba con , Bost on , MA.

Glick m a n , C. (1990), “P u sh in g s ch ool r efor m t o a n ew ed ge: t h e seven ir on ies of s ch ool

em p ow er m en t ”, Ph i Delta Ka p p a n , Vol. 72 N o. 1, p p. 68-75.

H a m p t on , D.R., Su m m er, C.E . a n d Webb er, R.A. (1987), Orga n iz a tion a l B eh a v ior a n d th e Pra

c-tice of M a n a gem en t, Scot t , For esm a n a n d Co,

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Table VII

Pro file o f pre se nt unive rsity c limate (IS): le ngth o f se rvic e (ye ars) at the UCy-administrative staff

Service Inf Com Col Org Job Stu M ean

0-1 2 .7 2* _{2 .9 6}* _{2 .1 8} _{3 .3 9}* _{3 .3 9} _{3 .3 0} _{2 .9 9}*

2-4 2 .6 6 2 .5 6 2 .5 7 3 .1 9 3 .4 6* 3 .4 3* 2 .9 7 4+ 2 .5 8 2 .2 8 2 .7 3* _{3 .1 0} _{3 .1 8} _{3 .1 9} _{2 .8 4}

M ean 2 .6 5 2 .6 0 2 .4 9 3 .2 2 3 .3 4 3 .3 0 2 .9 3