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Now we’re a university college: a kaleidoscope of meanings

University of British Columbia

I conducted a case study at Multisite (a pseudonym), an established community college that is becoming a university college. I explored and attempted to understand (a) the organizational culture, and (b) how faculty members interpret this transition. I conducted prolonged observations and interviews with 39 faculty members. I explored the culture by means of what I label the themes of family, of participation, and of institutional mission. I also explored it using multiple perspectives, especially a fragmentation perspective (Martin, 1992). I used the metaphor of a kaleidoscope to signify shared frames of reference without consensus on meanings. I modified Geertz' (1973) sensemaking perspectives and developed a framework. It entails three elements: (i) a perspective, (ii) a symbol or issue, and (iii) the interpretation of (ii) within (i). It is consistent with Weick's (1995) description of organizational sensemaking. An individual may focus on (a) traditional (e.g., communal and participatory) cultural values, (b) emergent (e.g., academic) cultural values, or (c) pragmatic interests. The interpretation may be positive, negative, neutral, or postponed, depending on the perceived status of the cultural value or of the pragmatic issue. Interpretations seem not to be associated directly with objective characteristics, such as length of service, program affiliation, or academic credentials attained. Fragmented meaning systems are associated with fragmented interpretations; fragmented interpretations are associated with fragmented patterns of organizational commitment and job satisfaction. Faculty who use a traditional cultural perspective indicate that they or their colleagues retain their level of commitment or have lost it, according to whether traditional values seem retained or lost. If they are uncertain what will happen to traditional values, they are uncertain whether they or their colleagues will remain engaged. Faculty who use an emergent cultural perspective indicate an increased job satisfaction; they may indicate decreased organizational commitment. Faculty who use a pragmatic perspective may see the transition positively and express enthusiasm for their work; they may see it negatively and express low levels of organizational commitment. I suggest that factors in the external environment have precipitated changes in organizational values which, in turn, have precipitated changes in organizational commitment and job satisfaction.

Thesis/Dissertation

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2009-03-17

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http://hdl.handle.net/2429/6126

Educational Administration and Leadership

University of British Columbia

UBCV

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