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Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing?

Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing?
Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing?
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers.
0144-3410
1-14
Zhang, Li-fang
e1f43018-2a3a-4897-b01d-29b6ef91610b
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Postiglione, Gerard A.
05b0831b-5836-4a8a-bafb-22f1f60612d0
Zhang, Li-fang
e1f43018-2a3a-4897-b01d-29b6ef91610b
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Postiglione, Gerard A.
05b0831b-5836-4a8a-bafb-22f1f60612d0

Zhang, Li-fang, Evans, Carol and Postiglione, Gerard A. (2016) Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing? Educational Psychology, 1-14. (doi:10.1080/01443410.2016.1262006).

Record type: Article

Abstract

This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers.

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Accepted/In Press date: 14 November 2016
e-pub ahead of print date: 1 December 2016
Organisations: Southampton Education School

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Local EPrints ID: 404581
URI: https://eprints.soton.ac.uk/id/eprint/404581
ISSN: 0144-3410
PURE UUID: a92af7d7-ab06-48eb-b6a3-3f0e15f9b961

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Date deposited: 11 Jan 2017 15:06
Last modified: 15 Aug 2019 05:09

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