Date of Award

1-1-2012

Thesis Type

phd

Document Type

Thesis

Divisions

education

Department

Faculty of Education

Institution

University of Malaya

Abstract

Numerous previous research works have shown that organizational citizenship behavior (OCB) of employees in corporations is strongly related to job commitment, productivity, and sustainability. However, most of the research works were not based on a political-sociology conception of citizenship and thus not scientific enough methodologically to warrant their validity. The main purpose of this research was to construct a conceptually valid and reliable survey instrument on OCB, and then to use the instrument in the university setting. The other purpose was to construct and validate two other survey instruments, namely university autonomy (UA) and lecturer empowerment (LE), and then from the data obtained, the correlations and regressions among OCB, UA, and LE were analyzed. Data on these three variables under study were gathered via surveys completed by 611 academics comprising deans, head of departments, professors and lecturers from five Malaysian research universities—University of Malaya (UM), University of Science Malaysia (USM), National University of Malaysia (UKM), University Putra Malaysia (UPM) and University Technology Malaysia (UTM), all of which fulfilled the required ‘research university’ criteria set by the government. The statistical results based on factor analysis established the soundness OCB survey instrument—that offers a heuristic integrated model of OCB in juxtaposition of the Athenian and the Japanese Model of ‘citizenship’, and validated OCB as a unified construct that comprised nine dimensions or domains—community orientation by helping, innovation for improvement, competitive to excel, compliance, openness, individual resilience, agility, responsive leadership and entrepreneurial spirit. Factor analysis results also verified and validated seven distinctive facets of LE instrument namely participative decision-making, professional growth, status, self-efficacy, autonomy in job, professional impact, execution of power as well as nine distinctive facets of UA instrument: academic programs, postgraduate academic programs, research and consultation, teaching and learning, management, human resource, finance, infrastructure facilities, students’ affairs in this study. Overall, the findings in aggregate revealed that academics rated highly their sense of OCB, LE and UA in Malaysian research universities. In particular, seven domains in OCB (community orientation by helping, innovation for improvement, compliance, openness, competitive urgency to excel, individual resilience and agility), three domains in LE (professional growth, self-efficacy and status) and five domains in UA (university autonomy in academic programs, postgraduate academic programs, research and con.

Note

Thesis (Ph.D) -- Jabatan Pengurusan, Perancangan dan Dasar Pendidikan, Fakulti Pendidikan, Universiti Malaya, 2012

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