The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities

Autor/in	Giles, Pamela
Titel	The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities
Quelle	(2010), (257 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3785-4
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Christianity; Adult Students; Special Degree Programs; Organizational Climate; Institutional Evaluation; Employee Attitudes; Context Effect; Administrator Attitudes; Social Change; Educational Quality; Statistical Analysis; Educational Administration; Adult Education; Religious Colleges + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Christentum; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Graduiertenförderung; Organisationsklima; Arbeitnehmerinteresse; Sozialer Wandel; Quality of education; Bildungsqualität; Statistische Analyse; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	Leaders in Christian higher education are often unaware of how adult degree completion programs (ADCPs) impact a school's organizational behavior, and no research has examined employees' perceptions of its impact. This nonexperimental, descriptive study examined differences in employees' perceptions of the impact on organizational climate of the presence or absence of ADCPs at Council for Christian Colleges and Universities (CCCU) schools. The study utilizes as its theoretical foundation Stringer's theory of organizational climate, which posits measuring employees' perceptions of their work environments assesses the health of an organization. Employees from 4 CCCU member schools (n = 124) responded to a web-based survey. Analysis conducted included general descriptive statistical analysis, cross-classification table, and the Mann-Whitney "U". Results indicated that administrators from schools with ADCPs perceived themselves as having more pride in belonging to the organization and being more committed to the organization's goals as a result of the presence of the ADCP program at their school. In addition, faculty from schools without ADCPs perceived themselves as encouraged to solve problems independently without being required to double-check decisions with others, a perception not shared by faculty from schools with ADCP programs. The knowledge gained from this study will contribute to positive social change by providing administrators with insights into the impacts of ADCP so they can make informed decisions and, as a result, better predict and control their organizations' climates, institutional effectiveness, and performance. This will ultimately help ensure quality education for adult learners in both organizations with and without ADCPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06