A RESEARCH ON DETERMINING THE FACTORS AFFECTING THE POSITIVE MEANING OF WORK IN THE ORGANIZATION: STATE AND FOUNDATION UNIVERSITY SEPARATION ISTANBUL SAMPLE

Abstract

The research aims to determine the factors that affect the positive meaning of academicians' work. For this purpose, the effects of academic freedom, ability, focus on work, and demographic variables in the organization were examined. The scope of the research consists of 1567 academicians working in state and foundation universities in Istanbul and participating in the research voluntarily. With the hypothesis models created in the research, both general models and specific models for state and foundation universities are included. In the general model of the research, the freedom of academics in their organizations contributed to the positive meaning of their work. The freedom of academics in their organizations has contributed to the development of their abilities. In the research, it was observed that the freedom of academicians contributed significantly to their focus on their work. The focus of academics on their work also contributed to the positive meaning of their work. The ability of the academics contributed to the positive meaning of their work. In the moderator effect overall model, it was seen that focus on work had a moderating effect on the effect of academics' freedom on the development of their abilities. The effect of academicians' abilities on the positive meaning of their work also had a moderating effect. In the analysis, it was concluded that the age and academic titles of the academicians had moderator effects on the effect of the abilities of the academicians on the positive meaning of their jobs. In the research, the differences related to state and foundation universities are included in the content.

Keywords

• Employee Ability
• Focus on Work
• Positive Meaning of Work
• Academic Freedom in the Organization

ORGANİZASYONDA İŞİN POZİTİF ANLAMINA ETKİ EDEN FAKTÖRLERİN BELİRLENMESİNE YÖNELİK BİR ARAŞTIRMA: DEVLET VE VAKIF ÜNİVERSİTESİ AYRIMI İSTANBUL ÖRNEKLEMİ

Abstract

Araştırmanın amacı akademisyenlerin işlerinin pozitif anlamına etki eden faktörleri belirlemektir. Bu amaçla organizasyonda akademik özgürlük, yetenek, işe odaklanma ve demografik değişkenlerin etkileri incelenmiştir. Araştırmanın kapsamı İstanbul’da devlet ve vakıf üniversitelerinde faaliyette bulunan ve araştırmaya gönüllü katılım sağlayan 1567 akademisyenden oluşmaktadır. Araştırmada oluşturulan hipotez modelleri ile hem genel modellere hem de devlet ve vakıf üniversiteleri için spesifik modellere yer verilmiştir. Araştırmanın genel modelinde akademisyenlerin organizasyonlarındaki özgürlükleri işlerinin pozitif anlamına katkıda bulunmuştur. Akademisyenlerin organizasyonlarındaki özgürlüğü yeteneklerinin gelişimine katkı sağlamıştır. Araştırmada akademisyenlerin özgürlüğünün işlerine odaklanmasına ciddi düzeyde katkısı olduğu gözlemlenmiştir. Akademisyenlerin işlerine odaklanması işlerinin pozitif anlamına da katkıda bulunmuştur. Akademisyenlerin yeteneği işlerinin pozitif anlamına katkı sağlamıştır. Moderator etkili genel modelde, akademisyenlerin özgürlüğünün yeteneklerinin gelişimi üzerindeki etkisinde işe odaklanmanın düzenleyici etkisi olduğu görülmüştür. Akademisyenlerin yeteneklerinin işlerinin pozitif anlamı üzerindeki etkisinde de işlerine odaklanmaları düzenleyici etkiye sahip olmuştur. Analizde akademisyenlerin yeteneklerinin işlerinin pozitif anlamı üzerindeki etkisinde yaşlarının ve akademik unvanlarının düzenleyici etkileri olduğu sonuçlarına erişilmiştir. Araştırmada devlet ve vakıf üniversitelerine ilişkin farklılıklara içerikte yer verilmiştir.

Keywords

• Çalışan Yeteneği
• İşe Odaklanmak
• İşin Pozitif Anlamı
• Organizasyonda Akademik Özgürlük
• Employee Ability
• Focus on Work
• Positive Meaning of Work
• Academic Freedom in the Organization

References

1. Aarrevaara, T. (2010). Academic freedom in a changing academic world. European Review, 18(1), 55–69. https://doi.org/10.1017/S1062798709990317.
2. Akerlind, G. S. (2005). Academic growth and development – how do university academics experience it? Higher Education, 50, 1–32. https://doi.org/10.1007/s10734-004-6345-1.
3. Altbach, P. G. (2001). Academic freedom: International realities and challenges. Higher Education, 41, 205–219.
4. Barnhizer, D. R. (1993). Freedom to do what? Institutional neutrality, academic freedom and academic responsibility, 43 Journal of Legal Education, 346-357.
5. Baron, R.M. & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173- 1182. https://doi.org/10.1037//0022-3514.51.6.1173.
6. Beltran-Martin, I. & Bou-Llusar, J.C. (2018). Examining the intermediate role of employee abilities, motivation and opportunities to participate in the relationship between HR bundles and employee performance. BRQ Business Research Quarterly, 21, 99-110. https://doi.org/10.1016/j. brq.2018.02.001.
7. Bhakar, S. S., Banerjee, R., Soni, H., Kumar, Y., Jain, S., Agarwal, M., Moryani, N. D. & Shukla, S. (2016). Investigating the impact of psychological contract and perceived organisational support on OCB in the Colleges of Gwalior Region. (47-66), A Systematic Guide from Research to Manuscript, Prestige Institute of Management Gwalior, (Ed. S. S. Bhakar & G. Mathur), Bharti Publications: New Delhi, India.
8. Brenninkmeijer, V., Demerouti, E., Blanc, P.M., Emmerik, I. J. H. (2010). Regulatory focus at work: The moderating role of regulatory focus in the job demands-resources model. Career Development International, 15(7), 708-728. https://doi.org/10.1108/13620431011094096

9. Brockner, J. & Higgins, E.T. (2001). Regulatory focus theory: Implications for the study of emotions at work. Organizational Behavior and Human Decision Processes, 86(1), 35–66. https://doi. org/10.1006/obhd.2001.2972
10. Butler, J. (2017). Academic freedom and the critical task of the university. Globalizations, 14(6), 857- 861. https://doi.org/10.1080/14747731.2017.1325168
11. Cho, G., Hwang, H., Sarstedt, M. & Ringle, C. M. (2020). Cutof criteria for overall model fit indexes in generalized structured component analysis. Journal of Marketing Analytics, 8, 189–202. https:// doi.org/10.1057/s41270-020-00089-1
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Second (Ed.) Multiple Regression and Correlation Analysis (407-444), Hillsdale: Lawrence Erlbaum Associates. https://doi. org/10.4324/9780203771587
13. Cohen-Meitar, R., Carmeli, A. & Waldman, D.A. (2009). Linking meaningfulness in the workplace to employee creativity: The intervening role of organizational identification and positive psychological experiences. Creativity Research Journal, 21(4), 361-375. https://doi. org/10.1080/10400410902969910
14. Djakasaputra, A., Wijaya, O. Y. A., Utama, A.S., Yohana, C., Romadhoni, B. & Fahlevi, M. (2021). Empirical study of indonesian SMEs sales performance in digital era: The role of quality service and digital marketing. International Journal of Data and Network Science, 5, 303-310. https://doi. org/10.5267/j.ijdns.2021.6.003
15. Dong, Y., Bartol, K. M., Zhang, Z. X. & Li, C. (2017). Enhancing employee creativity via ındividual skill development and team knowledge sharing: Influences of dual-focused transformational leadership. Journal of Organizational Behavior, 38, 439–458. https://doi.org/10.1002/job.2134 Eisenberg, R. S. (1988). Academic freedom and academic values in sponsored research. Texas Law Review, 66, 1363-1404.
16. Gardner, D. G., Dunham, R.B., Cummings, L. L. & Pierce, J. L. (1987). Employee focus of attention and reactions to organizational change. The Journal of Applied Behavioral Science, 23(3), 351-370. https://doi.org/10.1177/002188638702300305
17. Gardner, D. G., Dunham, R. B., Cummings, L. L. & Pierce, J. L. (1989). Focus of attention at work: Construct definition and empirical validation. Journal of Occupational Psychology, 62(1), 61-77. https://doi.org/10.1111/j.2044-8325.1989.tb00478.x
18. George, D. & Mallery, M. (2019). IBM SPSS Statistics 25 Step by Step: A Simple Guide and Reference. Routledge Taylor & Francis Group, New York and London. ISBN: 978-1-351-03390-9
19. Griffin, M. A., Neal, A. & Parker, S. K. (2007). A new model of work role performance: Positive behavior in uncertain and interdependent contexts. The Academy of Management Journal, 5(2), 327-347.
20. Hair, J., Hollingsworth, C. L., Randolph, A. B. & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management & Data Systems, 117(3), 442-458. https://doi.org/10.1108/IMDS-04-2016-0130
21. Hamid, M. R. A., Sami, W. & Sidek, M. H. M. (2017). Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion. Journal of Physics: Conference Series, 1-5. https:// doi.org/10.1088/1742-6596/890/1/012163
22. Harland, T. & Staniforthb, D. (2003). Academic development as academic work. International Journal for Academic Development, 8(1-2), 25-35. https://doi.org/10.1080/1360144042000277919
23. Hayes, A.F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, Methodology in the Social Sciences (Ed. D. A. Kenny & T. D. Little), Second Edition, The Guilford Press, New York London.
24. Jiang, L. & Johnson, M. J. (2018). Meaningful work and affective commitment: A moderated mediation model of positive work reflection and work centrality. Journal of Business and Psychology, 33(4), 545–558. https://doi.org/10.1007/s10869-017-9509-6
25. Karran, T. (2009). Academic freedom: in justification of a universal ideal. Studies in Higher Education, 34(3), 263-283. https://doi.org/10.1080/03075070802597036
26. Kerlind, G. S. A. & Kayrooz, C. (2003). Understanding academic freedom: The views of social scientists. Higher Education Research & Development, 22(3), 327-344. https://doi.org/10.1080/072943603 2000145176
27. Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
28. Lindberg, P., Josephson, M., Alfredsson, L. & Vingȧrd, E. (2006). Promoting excellent work ability and preventing poor work ability: The same determinants? Results from the Swedish HAKuL study. Occupational and Environmental Medicine, 63(2), 113-120.
29. Lohman, M. C. (2004). The development of a multirater instrument for assessing employee problemsolving skill. Human Resource Development Quarterly, 15(3), 303-321. https://doi.org/10.1002/ hrdq.1105
30. Lowry, P. B. & Gaskin, J. (2014). Partial Least Squares (PLS) Structural Equation Modeling (SEM) for building and testing behavioral causal theory: When to choose it and how to use it. IEEE Transactions on Professional Communication, 57(2), 123-146. https://doi.org/10.1109/ TPC.2014.2312452
31. Lutgen-Sandvik, P., Riforgiate, S. & Fletcher, C. (2011) Work as a source of positive emotional experiences and the discourses informing positive assessment, Western Journal of Communication, 75(1), 2-27. https://doi.org/10.1080/10570314.2010.536963
32. Mayer, R. C. & Davis, J. H. (1999). The effect of the performance appraisal system on trust for management: A field quasi-experiment. Journal of Applied Psychology, 84(1), 123-136. https:// doi.org/10.1037/0021-9010.84.1.123
33. Mayer, R. C. & Gavin, M. B. (2005). Trust in management and performance: Who minds the shop while the employees watchthe boss? The Academy of Management Journal, 48(5), 874-888. https://doi. org/10.5465/AMJ.2005.18803928
34. Mccallum, S., Schmid, M. A. & Price, L. (2013). CSR: A case for employee skills-based volunteering. Social Responsibility Journal, 9(3), 479-495. https://doi.org/10.1108/SRJ-04-2012-0053
35. Mcinnis, C. (2000). Changing academic work roles: The everyday realities challenging quality in teaching, Quality in Higher Education, 6(2), 143-152. https://doi.org/10.1080/713692738
36. Moshman, D. (2017). Academic freedom as the freedom to do academic work. AAUP Journal of Academic Fredoom, 1-14.
37. Neuman, G. A. & Wright, J. (1999). Team effectiveness: Beyond skills and cognitive ability. Journal of Applied Psychology, 84(3), 376-389. https://doi.org/10.1037/0021-9010.84.3.376
38. Noonan, J. (2015). Thought-time, money-time, and the temporal conditions of academic freedom. Time & Society, 24(1), 109–128. https://doi.org/10.1177/0961463X14539579
39. Peterson, R. A. (2000). A meta-analysis of variance accounted for and factor loadings in exploratory factor analysis. Marketing Letters, 11(3), 261-275. https://doi.org/10.1023/A:1008191211004
40. Purwanto, A., Asbari, M., Santoso, T.I., Paramarta, V. & Sunarsi, D. (2020). Social and management research quantitative analysis for medium sample: Comparing of Lisrel, Tetrad, GSCA, Amos, SmartPLS, WarpPLS, and SPSS. Jurnal Ilmiah Ilmu Administrasi Publik: Jurnal Pemikiran dan Penelitian Administrasi Publik, 9(2), 518-532.
41. Ros, M., Schwartz, S. H. & Surkiss, S. (1999). Basic individual values, work values, and the meaning of work. Applied Psychology: An International Review, 48(1), 49-71. https://doi. org/10.1080/026999499377664
42. Rosso, B. D., Dekas, K. H. & Wrzesniewski, A. (2010). On the meaning of work: A theoretical integration and review. Research in Organizational Behavior, 30, 91–127. https://doi.org/10.1016/j. riob.2010.09.001
43. Rostan, M. (2010). Challenges to academic freedom: Some empirical evidence. European Review, 18(1), 71–88. https://doi.org/10.1017/S1062798709990329
44. Sadler, D. R. (2011). Academic freedom, achievement standards and professional identity. Quality in Higher Education, 17(1), 85-100. https://doi.org/10.1080/13538322.2011.554639
45. Saifi, M. Suhadak, S.M.R., Handayani, S. R. (2016). The effect of corporate governance and investment opportunity set on capital structure, dividend policy, and firm performance (a study on go-public manufacturing companies in Indonesia stock exchange). International Journal of Management and Administrative Sciences, 3(2), 53-63.
46. Sanjaya, N. M. W. S. (2022). Whistleblowing and organizational factors to improve LPD fraud prevention capabilities during the Covid-19 pandemic. Jurnal Economia,18(1), 28-39. https://doi. org/10.21831/economia.v18i1.40403
47. Schnell, T., Höge, T. & Pollet, E. (2013). Predicting meaning in work: Theory, data, implications, The Journal of Positive Psychology, 8(6), 543-554. https://doi.org/10.1080/17439760.2013.830763
48. Shefer, N., Carmeli, A. & Cohen-Meitar, R. (2018). Bringing carl rogers back in: Exploring the power of positive regard at work. British Journal of Management, 29, 63–81. https://doi.org/10.1111/1467- 8551.12247
49. Shils, E. (1995). Academic freedom and permanent tenure. Minerva, 33, 5–17. https://doi.org/10.1007/ BF01098616
50. Shmueli, G. & Koppius, O.R. (2011). Predictive analytics in information systems research. MIS Quarterly, 35(3), 553-572. https://doi.org/10.2307/23042796
51. Simsek, Z. & Veiga, J. F. (2000). The electronic survey technique: An integration and assessment. Organizational Research Methods, 3(1), 93-115. https://doi.org/10.1177/109442810031004 Steger, M. F., Dik, B. J. & Duffy, R. D. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20(3), 322-337. https://doi. org/10.1177/1069072711436160
52. Thunnissen, M. & Arensbergen, P. V. (2015). A multi-dimensional approach to talent: An empirical analysis of the definition of talent in dutch academia. Personnel Review, 44(2), 182-199. https:// doi.org/10.1108/PR-10-2013-0190
53. Turner, N., Barling, J. & Zacharatos, A. (2002). Positive Psychology at Work. In: C. R. Snyder & S. J. Lopez, Eds., Handbook of Positive Psychology, Oxford University Press, New York, 715-728.
54. Vehkalahti, K. Puntanen, S. & Tarkkonen, L. (2006). Estimation of Reliability: A better Alternative for Cronbach’s Alpha, Preprint submitted to Elsevier Science, 1-20.
55. Wrzesniewski, A. (2003). Finding Positive Meaning in Work. Meanings and Connections, (Kim S. Cameron, Jane E. Dutton & Robert E. Quinn, Editors), Berrett-Koehler Publıshers, Inc. San Francisco, 296-308.
56. Wrzesniewski, A. LoBuglio, N., Dutton, J. E. & Berg, J. M. (2013). Job crafting and cultivating positive meaning and identity in work. Advances in Positive Organizational Psychology, 1, 281–302. https://doi.org/10.1108/S2046-410X(2013)0000001015
57. Ylijoki, O. H. & Mantyla, H. (2003). Conflicting time perspectives in academic work. Time & Society, 12(1), 55-78. https://doi.org/10.1177/0961463X03012001364
58. Yudha, A. & Pradana, A. (2022). Combination of financial knowledge and financial attitude in establishing good financial management behaviour for students after the COVID-19 pandemic. Journal of Theory and Applied Management, 15(2), 224-235. https://doi.org/10.20473/jmtt.v15i2.37906