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Testing a Model of Organizational Transparency in Higher Education through Faculty Perceptions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Testing a Model of Organizational Transparency in Higher Education through Faculty Perceptions./
作者:	Fredotovic, Ivana.
面頁冊數:	1 online resource (131 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438038332

Testing a Model of Organizational Transparency in Higher Education through Faculty Perceptions.
Fredotovic, Ivana.

Testing a Model of Organizational Transparency in Higher Education through Faculty Perceptions. - 1 online resource (131 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Barry University, 2018.

Includes bibliographical references

Transparency is described as a multifaceted construct with three qualities (i.e., information disclosure, participation, and accountability) relating to trust, communication, and ethics. Expectations for organizational transparency in higher education have grown in the past two decades. Yet, there have been few studies that investigate this concept in higher education. Using exploratory factor analyses and t-tests for independent samples, this study (a) examined the degree to which the model of organizational transparency proposed by Rawlins (2008) and tested in healthcare, is consistent in higher education and across different types institutions (i.e., public vs. private), (b) developed a scoring key and instructions for Rawlins' transparency instrument, which adds pragmatic value to the instrument, and (c) compared full-time faculty perceptions of organizational transparency in the two types of institutions. The results from 407 faculty responses revealed that (a) derived latent constructs in higher education were aligned with those identified in the original setting, (b) inter-item agreement differences were identified across factors, and (c) faculty in private institutions reported higher overall transparency scores than faculty in public institutions, although the effect size was small. The study results extend the body of knowledge related to organizational transparency in a new setting and the stakeholder literature by empirically measuring faculty perceptions of organizational transparency in higher education. In addition, the development of the scoring key may be valuable for administrators and leaders attempting to identify institutional strengths and weaknesses relevant to their transparency efforts and reputation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438038332Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Testing a Model of Organizational Transparency in Higher Education through Faculty Perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
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502 $a Thesis (Ph.D.)--Barry University, 2018.
504 $a Includes bibliographical references
520 $a Transparency is described as a multifaceted construct with three qualities (i.e., information disclosure, participation, and accountability) relating to trust, communication, and ethics. Expectations for organizational transparency in higher education have grown in the past two decades. Yet, there have been few studies that investigate this concept in higher education. Using exploratory factor analyses and t-tests for independent samples, this study (a) examined the degree to which the model of organizational transparency proposed by Rawlins (2008) and tested in healthcare, is consistent in higher education and across different types institutions (i.e., public vs. private), (b) developed a scoring key and instructions for Rawlins' transparency instrument, which adds pragmatic value to the instrument, and (c) compared full-time faculty perceptions of organizational transparency in the two types of institutions. The results from 407 faculty responses revealed that (a) derived latent constructs in higher education were aligned with those identified in the original setting, (b) inter-item agreement differences were identified across factors, and (c) faculty in private institutions reported higher overall transparency scores than faculty in public institutions, although the effect size was small. The study results extend the body of knowledge related to organizational transparency in a new setting and the stakeholder literature by empirically measuring faculty perceptions of organizational transparency in higher education. In addition, the development of the scoring key may be valuable for administrators and leaders attempting to identify institutional strengths and weaknesses relevant to their transparency efforts and reputation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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