Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university

Southcombe, A, Fulop, L, Carter, G and Cavanagh, J 2015, 'Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university', Journal of Further and Higher Education, vol. 39, no. 5, pp. 733-757.


Document type: Journal Article
Collection: Journal Articles

Title Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university
Author(s) Southcombe, A
Fulop, L
Carter, G
Cavanagh, J
Year 2015
Journal name Journal of Further and Higher Education
Volume number 39
Issue number 5
Start page 733
End page 757
Total pages 25
Publisher Taylor and Francis
Abstract The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics.
Subject Human Resources Management
Keyword(s) affective commitment
learning climate
personorganisation congruence
university academics
DOI - identifier 10.1080/0309877X.2013.869566
Copyright notice © 2014 UCU
ISSN 0309-877X
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