Volume 37, Issue 148 (July- In Press 2024)
IJN 2024, 37(148): 0-0 |
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Kabir A, Goharinezhad S, Inanloo M, Borimnejad L. Planning for Improveing Organizational Commitment Among Faculty Members of Iran University of Medical Sciences: Action Research. IJN 2024; 37 (148)
URL: http://ijn.iums.ac.ir/article-1-3811-en.html
URL: http://ijn.iums.ac.ir/article-1-3811-en.html
1- Minimally Invasive Surgery Research Center, Iran University of Medical Sciences, Tehran, Iran
2- IDepartment of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
3- School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
4- Nursing and midwifery care research center, School of Nursing and Midwifery, Health Management Research Institute, Iran University of Medical Sciences, Tehran, Iran ,l.borimnejad@gmail.com
2- IDepartment of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
3- School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
4- Nursing and midwifery care research center, School of Nursing and Midwifery, Health Management Research Institute, Iran University of Medical Sciences, Tehran, Iran ,
Abstract: (81 Views)
Introduction Organizational commitment is a critical factor for any organization’s success. It is the psychological state that binds an employee to an organization, thereby reducing absenteeism and turnover. This commitment is not just beneficial for the organization but also motivates members to work effectively, enhancing organizational performance. The importance of organizational commitment is well recognized in various sectors, including academia. This study aimed to develop organizational commitment among faculty members of Iran University of Medical Sciences using action research.
Methodology This study was a technical action research study conducted from March 2019 to June 2023. The research received ethical approval from the faculties, research centers, and therapeutic training centers of Iran University of Medical Sciences. The study was divided into three phases.
In the first phase, the Allen and Meyer questionnaire (2004 edition) was administered online to all faculty members of the university, both teaching and research. The questionnaire was sent out with three weekly reminders to ensure maximum participation. The collected data were then analyzed using descriptive statistics and analysis of variance to understand the current state of organizational commitment among the faculty members.
In the second phase, an interview invitation was sent to all faculty members via social networks. A total of 15 interviews were conducted with teaching and research faculty members, 14 face-to-face and one via Skype, until data saturation. The sampling was done with maximum variation, considering the type of employment, gender, work history, and service place. The data from these interviews were analyzed using content analysis based on the Granheim and Lundman method. This analysis helped identify the factors influencing the organizational commitment of the faculty members.
In the third phase, the results were presented to the university board of directors. Operational solutions were proposed in the form of strategic goals based on the findings from the first two phases. At the end of the year, the organizational commitment questionnaire was distributed again among the faculty members, and the results were compared with the baseline data.
Results The results showed that the range of scores was 74-124, with a mean of 99.86, indicating that the organizational commitment of the faculty members was above average. The mean scores in each dimension of affective, continuance, and normative commitment were 4.39, 4.05, and 4.09, respectively, with the highest score belonging to the affective commitment. This suggests that the faculty members had a strong emotional attachment to the university.
The content analysis of the interviews revealed that the factors influencing the organizational commitment of the faculty members were categorized into individual and organizational factors. These factors could have positive or negative effects on the faculty member’s commitment to the university. The proposed solutions included developing meritocracy criteria for key positions of the university, reviewing the appointment and dismissal procedures, and supervising and monitoring the performance of faculty heads and research centres in the fair distribution of resources and cases of law violations. These were the highest priorities for the faculty members.
The study’s findings provide a comprehensive understanding of the factors influencing faculty members’ organizational commitment. It is clear that both individual and organizational factors play a significant role in shaping this commitment. However, the study also highlights the importance of extra-organizational factors, which are often overlooked in organizational commitment research.
Individual factors refer to the personal attributes of the faculty members that influence their commitment to the organization. These could include their personal values, career aspirations, job satisfaction, and work-life balance. For instance, faculty members who value academic freedom and intellectual stimulation may be more committed to the university. Similarly, those who are satisfied with their job and have a good work-life balance may also exhibit higher levels of organizational commitment.
Organizational factors are aspects of the university’s environment that can affect faculty members’ commitment. These could include the university’s culture, leadership style, reward system, and opportunities for professional development. For example, a university culture that promotes collaboration and respect may foster higher levels of organizational commitment among faculty members. Similarly, a leadership style that is supportive and inclusive can also enhance organizational commitment.
Extra-organizational factors are external factors that can influence faculty members’ commitment to the university. These could include societal norms, economic conditions, and government policies. For instance, societal norms that value education and academic achievement can increase faculty members’ commitment to the university. Similarly, favourable economic conditions and supportive government policies can also boost organizational commitment.
The study found that meritocracy was the most important factor influencing faculty members’ organizational commitment. Meritocracy refers to a system in which advancement is based on individual ability or achievement, rather than on other factors such as seniority or personal connections. In a meritocratic system, faculty members who perform well are rewarded with promotions, raises, and other forms of recognition. This can motivate them to work harder and be more committed to the university.
However, implementing a meritocratic system can be challenging. It requires clear and objective criteria for evaluating performance, as well as transparency and fairness in the decision-making process. The study recommends conducting further research to develop meritocracy criteria and make the appointment and dismissal processes more objective.
Conclusion The organizational commitment of the faculty members was influenced by individual, organizational, and extra-organizational factors. Among these, meritocracy was the most important factor. Therefore, it is recommended to conduct a study to develop meritocracy criteria to make the appointment and dismissal processes more objective. This will help reduce the feeling of discrimination and increase the organizational commitment of the faculty members. By addressing these issues, the university can enhance its overall performance and create a more committed and productive academic environment. This study provides valuable insights into how action research can be used to improve organizational commitment in an academic setting. Further research is needed to explore the long-term impact of these interventions on organizational commitment and performance
Methodology This study was a technical action research study conducted from March 2019 to June 2023. The research received ethical approval from the faculties, research centers, and therapeutic training centers of Iran University of Medical Sciences. The study was divided into three phases.
In the first phase, the Allen and Meyer questionnaire (2004 edition) was administered online to all faculty members of the university, both teaching and research. The questionnaire was sent out with three weekly reminders to ensure maximum participation. The collected data were then analyzed using descriptive statistics and analysis of variance to understand the current state of organizational commitment among the faculty members.
In the second phase, an interview invitation was sent to all faculty members via social networks. A total of 15 interviews were conducted with teaching and research faculty members, 14 face-to-face and one via Skype, until data saturation. The sampling was done with maximum variation, considering the type of employment, gender, work history, and service place. The data from these interviews were analyzed using content analysis based on the Granheim and Lundman method. This analysis helped identify the factors influencing the organizational commitment of the faculty members.
In the third phase, the results were presented to the university board of directors. Operational solutions were proposed in the form of strategic goals based on the findings from the first two phases. At the end of the year, the organizational commitment questionnaire was distributed again among the faculty members, and the results were compared with the baseline data.
Results The results showed that the range of scores was 74-124, with a mean of 99.86, indicating that the organizational commitment of the faculty members was above average. The mean scores in each dimension of affective, continuance, and normative commitment were 4.39, 4.05, and 4.09, respectively, with the highest score belonging to the affective commitment. This suggests that the faculty members had a strong emotional attachment to the university.
The content analysis of the interviews revealed that the factors influencing the organizational commitment of the faculty members were categorized into individual and organizational factors. These factors could have positive or negative effects on the faculty member’s commitment to the university. The proposed solutions included developing meritocracy criteria for key positions of the university, reviewing the appointment and dismissal procedures, and supervising and monitoring the performance of faculty heads and research centres in the fair distribution of resources and cases of law violations. These were the highest priorities for the faculty members.
The study’s findings provide a comprehensive understanding of the factors influencing faculty members’ organizational commitment. It is clear that both individual and organizational factors play a significant role in shaping this commitment. However, the study also highlights the importance of extra-organizational factors, which are often overlooked in organizational commitment research.
Individual factors refer to the personal attributes of the faculty members that influence their commitment to the organization. These could include their personal values, career aspirations, job satisfaction, and work-life balance. For instance, faculty members who value academic freedom and intellectual stimulation may be more committed to the university. Similarly, those who are satisfied with their job and have a good work-life balance may also exhibit higher levels of organizational commitment.
Organizational factors are aspects of the university’s environment that can affect faculty members’ commitment. These could include the university’s culture, leadership style, reward system, and opportunities for professional development. For example, a university culture that promotes collaboration and respect may foster higher levels of organizational commitment among faculty members. Similarly, a leadership style that is supportive and inclusive can also enhance organizational commitment.
Extra-organizational factors are external factors that can influence faculty members’ commitment to the university. These could include societal norms, economic conditions, and government policies. For instance, societal norms that value education and academic achievement can increase faculty members’ commitment to the university. Similarly, favourable economic conditions and supportive government policies can also boost organizational commitment.
The study found that meritocracy was the most important factor influencing faculty members’ organizational commitment. Meritocracy refers to a system in which advancement is based on individual ability or achievement, rather than on other factors such as seniority or personal connections. In a meritocratic system, faculty members who perform well are rewarded with promotions, raises, and other forms of recognition. This can motivate them to work harder and be more committed to the university.
However, implementing a meritocratic system can be challenging. It requires clear and objective criteria for evaluating performance, as well as transparency and fairness in the decision-making process. The study recommends conducting further research to develop meritocracy criteria and make the appointment and dismissal processes more objective.
Conclusion The organizational commitment of the faculty members was influenced by individual, organizational, and extra-organizational factors. Among these, meritocracy was the most important factor. Therefore, it is recommended to conduct a study to develop meritocracy criteria to make the appointment and dismissal processes more objective. This will help reduce the feeling of discrimination and increase the organizational commitment of the faculty members. By addressing these issues, the university can enhance its overall performance and create a more committed and productive academic environment. This study provides valuable insights into how action research can be used to improve organizational commitment in an academic setting. Further research is needed to explore the long-term impact of these interventions on organizational commitment and performance
Type of Study: کیفی |
Subject:
nursing
Received: 2024/05/12 | Accepted: 2024/06/21 | Published: 2024/06/21
Received: 2024/05/12 | Accepted: 2024/06/21 | Published: 2024/06/21
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