Organizational Culture in Higher Education: Examining Administrative Subculture Typology to Identify the Dominant Culture Type and Provide an Element of Consideration for Institutional Management and Effectiveness
Higher education institutions' complexity and changing societal roles have increased interest in organizational culture as a research topic, combined with the heightened pressures on higher education institutions brought on by external conditions (e.g., the COVID-19 pandemic) and the need for more quantitative cultural research in higher education, have increased recognition of culture and the importance of organizational culture for consideration in management and effectiveness of institutions. Therefore, the study sought to identify and explore the typology of various levels of the administrative subculture and its relationship to the dominant administrative culture type. Using the Competing Values Framework (CVF) and The Organizational Culture Assessment Instrument (OCAI) created by Cameron and Quinn (2011). The descriptive study used a quantitative comparative analysis research approach, and data was collected via Dillman's (2000) Tailored design method (TDM). Participants were distributed into two groups, upper and lower administration. The study resulted in the current dominant overall dominant typology being identified as Bureaucratic (hierarchy), yet the preferred dominant culture typology being identified as Collegial (clan).
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Education; Higher Education
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Gordon, Darryl, "Organizational Culture in Higher Education: Examining Administrative Subculture Typology to Identify the Dominant Culture Type and Provide an Element of Consideration for Institutional Management and Effectiveness" (2023). Electronic Theses and Dissertations, 2020-. 1571.
Restricted to the UCF community until May 2026; it will then be open access.