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Examining Multiple Organizational Identity Alignment: A Comparison of University and College of Business Mission St

Robert Robinson Jeremy C. Short Hans Hansen G. Tyge Payne Timoth y B. Palmer. Examining Multiple Organizational Identity Alignment: A Comparison of University and College of Business Mission Statements. Background in Organizational Identity.

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Examining Multiple Organizational Identity Alignment: A Comparison of University and College of Business Mission St

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  1. Robert Robinson Jeremy C. Short Hans Hansen G. Tyge Payne Timothy B. Palmer Examining Multiple Organizational Identity Alignment: A Comparison of University and College of Business Mission Statements

  2. Background in Organizational Identity • Previous research has often examined universities or their colleges – but rarely both • Colleges of business have been examined (e.g., Labianca, Fairbank, Andrevski, & Parzen2009) specifically regarding their identity • Gioia & Thomas 1996 examined top management teams and their understanding of organizational identity at universities • Albert & Whetten (1985) used a research university as the specific example of an organization with multiple identities

  3. Mission Statements and Identity • Mission statements allow organizations to define their purpose, and in so doing, their identity (Pearce 1982; Wheelen & Hunger 2004). • An organization can outline the important elements of its identity by stating goals, values, services, products, and resources in one document. • Little research has examined multiple missions in the same organization

  4. Strategies for Managing Multiple Identities • Pratt & Foreman (2000) outlined four strategies regarding multiple identities within organizations, but only two involved maintaining them: compartmentalization and aggregation • Compartmentalization essentially involves maintaining completely separate identities • Aggregation attempts to reconcile identities while still preserving their distinctions • Universities and their colleges would be expected to aggregate

  5. AACSB Accreditation • Business schools are required to align their missions with their parent universities: • The mission statement is appropriate to higher education for management and consonant with the mission of any institution of which the school is a part.The school periodically reviews and revises the mission statement as appropriate. The review process involves appropriate stakeholders. – from AACSB Standard 1

  6. Why Aggregation, Not Integration • Albert & Whetten (1985) suggested that some organizations use their divisions to respond to different needs • The college of business would respond to stakeholders interested in new graduates with certain skills such as marketing, finance, accounting, management • Instead of trying to respond to those needs in the form of the university, the college of business would form or more specific strategy and identity

  7. What Happens When Differences Collide? • Identity misalignment can lead to conflict over resources (Pratt & Foreman 2000) • Example: • a business school seeking to develop a top tier MBA program at a small university could draw resources away from other programs

  8. Research Questions • Do universities and their colleges of business exhibit different elements of identity? • When they do, does the conflict adversely affect performance?

  9. Sample • 318 paired missions from AACSB accredited colleges of business and their universities

  10. Measure of Identity • Pearce & David (1987) developed a typology of eight key elements to include in missions: (1) specification of target customers and markets (2) identification of principal products or services (3) identification of the use of technology (4) expression of commitment to growth, survival, and profitability (5) specification of key elements of the organizational philosophy (6) identification of the organizational self-concept (7) identification of the organization’s desired public image(8) identification of geographic domain.

  11. Table 1 – Coding Definitions for Each Element

  12. Table 1 (Continued)

  13. Examples from Missions

  14. DICTION 5.0 – Content Analysis • Moss, Short, Payne, & Lumpkin (2010) adapted dictionaries for each of the eight elements • They augmented prior work by Morris (1994) to develop word lists more specific to social organizations (such as schools)

  15. Measures of Performance Kaplan and Norton (1992) developed the balanced scorecard approach to evaluating businesses on more than the bottom line Gumbus (2005) adapted this approach to evaluate schools • Endowment per Faculty Member • US News & World Report Undergraduate Ranking for Universities and for Business Schools

  16. Results – Table 3 Analysis of Mission Components

  17. Table 4 – Differences in Mission Content *P<.01

  18. Table 5: Regression Models Relating Mission Components to Performance * P < .01, ** P<.05, *** Not Significant

  19. Table 6 Comparisons of Performance:Endowment per Faculty Member

  20. Table 6 Comparisons of Performance:University Ranking

  21. Table 6 Comparisons of Performance:College of Business Ranking

  22. Implications for Future Research Further research into the link between multiple identity alignment/conflict is warranted A more qualitative approach to alignment/ conflict could clarify the relationship

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