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Investigating the Factors Influencing Academic Staff Attitudes toward the Formation of a Technological University

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Title: Investigating the Factors Influencing Academic Staff Attitudes toward the Formation of a Technological University
Language: English
Authors: Stack, Gary D. (ORCID 0000-0002-5931-7542), Wallace, James
Source: Studies in Higher Education. 2023 48(7):1025-1038.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: College Faculty, Teacher Attitudes, Technical Institutes, Universities, Educational Development, Educational Change, Organizational Change, Job Satisfaction, Program Implementation
DOI: 10.1080/03075079.2023.2180629
ISSN: 0307-5079
1470-174X
Abstract: The Irish institute of technology sector is undergoing a major restructuring that will culminate in mergers, to form technological universities (TU). It is essential that the perspective of key stakeholders is fully considered throughout this process, in order to facilitate a successful transition. This research investigates the factors influencing attitudes of academic staff toward their institute becoming a TU. A theoretical model was developed, based on the extant literature, and validated using partial least squares structural equation modelling. Academic staff attitudes to the proposed change were found to relate to their sense of organisational commitment and their contribution to teaching and research. Levels of happiness and job satisfaction were also found to influence their sense of organisational affiliation and belonging. Those with greater organisational commitment and a greater research focus were more likely to report a positive attitude to the change. Academic staff with a predominately teaching focus reported a relatively more negative attitude to the change. These findings facilitate the prescription of targeted initiatives to secure stakeholder support, throughout the transition. Staff wellbeing initiatives can improve job satisfaction and cement organisational commitment, positively influencing attitude to the change. Promoting research activity, while reaffirming the importance of teaching, can also serve to promote a positive attitude to the change in status. The unique model presented in this research has the potential to inform stakeholder management in the implementation of major organisational change in higher education both nationally and internationally.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1390400
Database: ERIC
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  Value: <anid>AN0164366699;she01jul.23;2023Jun20.05:38;v2.2.500</anid> <title id="AN0164366699-1">Investigating the factors influencing academic staff attitudes toward the formation of a technological university </title> <p>The Irish institute of technology sector is undergoing a major restructuring that will culminate in mergers, to form technological universities (TU). It is essential that the perspective of key stakeholders is fully considered throughout this process, in order to facilitate a successful transition. This research investigates the factors influencing attitudes of academic staff toward their institute becoming a TU. A theoretical model was developed, based on the extant literature, and validated using partial least squares structural equation modelling. Academic staff attitudes to the proposed change were found to relate to their sense of organisational commitment and their contribution to teaching and research. Levels of happiness and job satisfaction were also found to influence their sense of organisational affiliation and belonging. Those with greater organisational commitment and a greater research focus were more likely to report a positive attitude to the change. Academic staff with a predominately teaching focus reported a relatively more negative attitude to the change. These findings facilitate the prescription of targeted initiatives to secure stakeholder support, throughout the transition. Staff wellbeing initiatives can improve job satisfaction and cement organisational commitment, positively influencing attitude to the change. Promoting research activity, while reaffirming the importance of teaching, can also serve to promote a positive attitude to the change in status. The unique model presented in this research has the potential to inform stakeholder management in the implementation of major organisational change in higher education both nationally and internationally.</p> <p>Keywords: Attitude to change; job satisfaction; organisational change; organisational commitment; partial least squares structural equation modelling; technological university</p> <hd id="AN0164366699-2">1. Introduction</hd> <p>Institutes of technology in Ireland are currently engaged in a process of major transformation and consolidation. This follows the international trend away from small, specialist institutions, located at single sites and towards larger, more comprehensive, multi-site institutions within higher education (Cai et al. [<reflink idref="bib4" id="ref1">4</reflink>]; Harman and Harman [<reflink idref="bib29" id="ref2">29</reflink>]; Harkin and Hazelkorn [<reflink idref="bib28" id="ref3">28</reflink>]; Vellamo et al. [<reflink idref="bib82" id="ref4">82</reflink>]). In Ireland, this move has been prompted by the recommendations of the National Strategy for Higher Education to 2030 (Higher Education Strategy Group [<reflink idref="bib34" id="ref5">34</reflink>]) culminating in the Technological Universities Act, 2018, that has paved the way for consortia of institutes of technology to apply for technological university (TU) designation (Higher Education Authority [<reflink idref="bib33" id="ref6">33</reflink>]). Technological University Dublin became the first Irish TU to achieve such designation in 2019 and five TUs, in total, have been established since the process began.</p> <p>According to the Higher Education Authority ([<reflink idref="bib33" id="ref7">33</reflink>]), TUs will be distinguished by a focus on the provision of vocational and professional science and technology education and industry focused research, in accordance with the international expectations of a technical university (de la Torre et al. [<reflink idref="bib11" id="ref8">11</reflink>]; Larsen, Geschwind, and Broström [<reflink idref="bib46" id="ref9">46</reflink>]; Perez-Esparrells and Orduna-Malea [<reflink idref="bib62" id="ref10">62</reflink>]). Academics in the institute of technology sector typically combine teaching and research in variable proportions (Slowey, Kozina, and Tan [<reflink idref="bib75" id="ref11">75</reflink>]). The transformation from institutes of technology to TUs is expected to lead to increased research performance from the relatively low bases of the antecedent institutions. This expectation may be interpreted as a significant challenge for academics with a principally teaching focus, resulting in a less favourable attitude to the change (Houghton [<reflink idref="bib37" id="ref12">37</reflink>]). In contrast, academics who are research active may welcome the greater research focus, heralded by the transformation, with enthusiasm (Harkin and Hazelkorn [<reflink idref="bib28" id="ref13">28</reflink>]; Houghton [<reflink idref="bib37" id="ref14">37</reflink>]).</p> <p>International experience suggests that mergers and status changes in higher education are complex organisational transformations involving changes in structure, culture, values, mission, strategy and organisational identity (Hinfelaar and ÓConnell [<reflink idref="bib35" id="ref15">35</reflink>]; Vellamo et al. [<reflink idref="bib82" id="ref16">82</reflink>]). Staff reactions are universally recognised as a major determinant of success for any organisational change (Oreg, Vakola, and Armenakis [<reflink idref="bib58" id="ref17">58</reflink>]). Understanding staff perspectives toward this proposed transformation and the factors underpinning these attitudes is, therefore, invaluable in navigating this transition successfully.</p> <p>The aim of this study was to investigate the factors influencing academic staff attitudes toward the formation of a TU. Greater insight into academic staff perspectives facilitates more effective stakeholder management in institutes of technology embarking on TU formation and, more generally, institutes that are increasing their perceived academic status. The model presented in this paper will, consequently, inform stakeholder management in the implementation of major organisational change both nationally and internationally in higher educational settings.</p> <hd id="AN0164366699-3">2. Theoretical framework and research hypotheses</hd> <p></p> <hd id="AN0164366699-4">2.1. The ABC model of attitude to change</hd> <p>The dominant conceptualisation of attitude to a specific organisational change is the tripartite or ABC model of attitude to change (ATC) (Ajzen [<reflink idref="bib1" id="ref18">1</reflink>]; Oreg, Vakola, and Armenakis [<reflink idref="bib58" id="ref19">58</reflink>]; Piderit [<reflink idref="bib63" id="ref20">63</reflink>]; Tsaousis and Vakola [<reflink idref="bib80" id="ref21">80</reflink>]; Vakola [<reflink idref="bib81" id="ref22">81</reflink>]). The model contends that attitude to change comprises emotional, behavioural and cognitive components. This multidimensional conceptualisation permits a holistic understanding of employees' reaction to change (Piderit [<reflink idref="bib63" id="ref23">63</reflink>]).</p> <p>From an epistemological standpoint, there are two competing theories governing the relationship between these three dimensions of attitude and the overall attitudinal response (Piderit [<reflink idref="bib63" id="ref24">63</reflink>]). The piecemeal hypothesis proposes a causal-formative model of attitude to change (Diamantopoulos and Siguaw [<reflink idref="bib13" id="ref25">13</reflink>]), whereas the category-based view describes a reflective model (Chang, Franke, and Lee [<reflink idref="bib5" id="ref26">5</reflink>]). Due to the associated academic elevation in status and an increased requirement to undertake high level research, the attitude to this impending change is judged to cause its three components. This judgement is further predicated on the belief that these reflective dimensions share a common theme, are interchangeable and covary. This research, consequently, adopts the category-based reflective view of the ABC model of attitude to change.</p> <hd id="AN0164366699-5">2.2. Research hypotheses</hd> <p>The proposed theoretical model postulates the influence of general happiness, job satisfaction, organisational commitment, teaching contribution and research contribution on the attitude of academic staff to a change in the level of status of their higher education institution, in this case, to the formation of a TU.</p> <hd id="AN0164366699-6">2.2.1. General happiness</hd> <p>General happiness or subjective wellbeing is described as an individual's self-reported feelings of psychological wellbeing, happiness and life satisfaction and possesses both a cognitive and emotional dimension (Fisher [<reflink idref="bib19" id="ref27">19</reflink>]; Lyubomirsky and Lepper [<reflink idref="bib50" id="ref28">50</reflink>]; Stiglitz, Sen, and Fitoussi [<reflink idref="bib76" id="ref29">76</reflink>]; Waldron [<reflink idref="bib84" id="ref30">84</reflink>]). According to Authentic Happiness Theory, general happiness is achieved through living a pleasant, engaged, and meaningful life (Seligman [<reflink idref="bib74" id="ref31">74</reflink>]). This positive affectivity is shown to subsequently lead to work (job) satisfaction (Fisher [<reflink idref="bib19" id="ref32">19</reflink>]; Proyer et al. [<reflink idref="bib67" id="ref33">67</reflink>]; Rothmann [<reflink idref="bib71" id="ref34">71</reflink>]; Schulte and Vainio [<reflink idref="bib73" id="ref35">73</reflink>]; Tandler, Krauss, and Proyer [<reflink idref="bib78" id="ref36">78</reflink>]).</p> <p>Judge et al. ([<reflink idref="bib42" id="ref37">42</reflink>]) argue that positive affectivity is also a predictor of a positive attitude to change. However, it is suggested that this relationship is mediated through a number of related variables, including organisational commitment (Field and Buitendach [<reflink idref="bib17" id="ref38">17</reflink>]; Findler, Wind, and Mor Barak [<reflink idref="bib18" id="ref39">18</reflink>]; Fisher [<reflink idref="bib19" id="ref40">19</reflink>]; Golparvar and Abedini [<reflink idref="bib23" id="ref41">23</reflink>]; Judge and Larsen [<reflink idref="bib41" id="ref42">41</reflink>]; Layard [<reflink idref="bib47" id="ref43">47</reflink>]; Näswall, Sverke, and Hellgren [<reflink idref="bib55" id="ref44">55</reflink>]; Oreg, Vakola, and Armenakis [<reflink idref="bib58" id="ref45">58</reflink>]). These positive relationships are reflected in the following hypotheses:</p> <p> <bold>H1a</bold>: General happiness is positively related to job satisfaction.</p> <p> <bold>H1b</bold>: General happiness is positively related to organisational commitment.</p> <p> <bold>H1c</bold>: The positive relationship between general happiness and attitude to change is fully mediated by organisational commitment.</p> <hd id="AN0164366699-7">2.2.2. Job satisfaction</hd> <p>Job satisfaction is defined as 'a pleasurable or positive emotional state resulting from the appraisal of one's job or job experiences' (Locke [<reflink idref="bib48" id="ref46">48</reflink>], 1304). Consistent with the commonality identified in the theoretical foundations for job satisfaction and organisational commitment, there is substantial evidence in the literature that job satisfaction is positively related to organisational commitment (Harrison, Newman, and Roth [<reflink idref="bib30" id="ref47">30</reflink>]; Iverson [<reflink idref="bib40" id="ref48">40</reflink>]; Meyer and Allen [<reflink idref="bib51" id="ref49">51</reflink>]; Meyer et al. [<reflink idref="bib52" id="ref50">52</reflink>]; Williams and Hazer [<reflink idref="bib85" id="ref51">85</reflink>]). Therefore, the following is hypothesised in the context of this study:</p> <p> <bold>H2</bold>: Job satisfaction is positively related to organisational commitment.</p> <p>Given that general happiness has a positive impact on both job satisfaction and organisational commitment (Field and Buitendach [<reflink idref="bib17" id="ref52">17</reflink>]; Money, Hillenbrand, and Da Camara [<reflink idref="bib53" id="ref53">53</reflink>]), and with job satisfaction having a positive impact on organisational commitment, it is further hypothesised that the effect of general happiness on organisational commitment is partially mediated by job satisfaction:</p> <p> <bold>H3</bold>: The positive relationship between general happiness and organisational commitment is partially mediated by job satisfaction.</p> <hd id="AN0164366699-8">2.2.3. Organisational commitment</hd> <p>Organisational commitment is defined by Mowday, Porter, and Steers ([<reflink idref="bib54" id="ref54">54</reflink>], 27) as 'a strong belief in and acceptance of the organization's goals and values, a willingness to exert considerable effort on behalf of the organization, and a strong desire to maintain membership in the organization'. The literature further reports that organisational commitment is positively related to attitude to change (Field and Buitendach [<reflink idref="bib17" id="ref55">17</reflink>]; Holt et al. [<reflink idref="bib36" id="ref56">36</reflink>]; Judge et al. [<reflink idref="bib42" id="ref57">42</reflink>]; Oreg, Vakola, and Armenakis [<reflink idref="bib58" id="ref58">58</reflink>]; Peccei, Giangreco, and Sebastiano [<reflink idref="bib61" id="ref59">61</reflink>]; Visagie and Steyn [<reflink idref="bib83" id="ref60">83</reflink>]). As the impact of the proposed change for the institution is an elevation in academic status, it is considered that organisational commitment will act as a positive enabler:</p> <p> <bold>H4</bold>: Organisational commitment is positively related to attitude to change.</p> <hd id="AN0164366699-9">2.2.4. Staff motivation</hd> <p>The traditional role of an Irish institute of technology is knowledge transfer and skills training at the higher educational level for, predominantly, technology-based, employment (Houghton [<reflink idref="bib37" id="ref61">37</reflink>]). Many of the academic staff will, consequently, tend to be more focused on their teaching and associated administration than on conducting academic research. A recent report from the Technological Universities Research Network ([<reflink idref="bib79" id="ref62">79</reflink>]) highlighted the requirement for greatly increased research performance, by new technological universities, from the relatively low base of their antecedent institutions. The transformation from institute of technology to TU will, therefore, require academic staff to consider embracing more active research agendas. This expectation may be interpreted as a significant challenge for academics who are primarily engaged in teaching and result in a less favourable attitude to the change (Houghton [<reflink idref="bib37" id="ref63">37</reflink>]). Conversely, research active academics may welcome the greater research focus anticipated by the transformation (Harkin and Hazelkorn [<reflink idref="bib28" id="ref64">28</reflink>]; Houghton [<reflink idref="bib37" id="ref65">37</reflink>]). We therefore propose the following hypotheses:</p> <p> <bold>H5a</bold>: Contribution to research is positively related to attitude to change.</p> <p> <bold>H5b</bold>: Contribution to teaching is negatively related to attitude to change.</p> <p>The resulting model is shown in Figure 1 below.</p> <p>Graph: Figure 1. Proposed model of attitude to change.</p> <hd id="AN0164366699-10">3. Methodology</hd> <p></p> <hd id="AN0164366699-11">3.1. Context and participants</hd> <p>The population under investigation in this study was the 335 academic staff employed in a single Irish institute of technology. This organisation was part of a consortium applying for designation as a TU. Data were collected using an online, self-completion, survey questionnaire. The first phase of data collection resulted in 106 responses. After a period of two weeks, a reminder resulted in a further 48 responses giving a total 154 participants which represents a response rate of 46%.</p> <p>There were no significant differences in each of the mean values and variances for the focal variables from the survey questionnaire for the early responders' and late responders' data. As the late participants responded to a formal reminder, they were treated as proxies for non-responders. Furthermore, due to the overall equivalence in responses and the proportion of responders by gender (46.1% from males) being consistent with the proportion at the institute, the collected data were considered to represent the complete population.</p> <hd id="AN0164366699-12">3.2. Variable measures</hd> <p>Each latent variable in the model was measured with validated instruments, adapted for this research context (Table 1) and the resulting relationships between these (Figure 1) modelled as a reflective measurement model (Schuberth [<reflink idref="bib72" id="ref66">72</reflink>]). Specifically, the shortened and adapted version of Porter et al.'s ([<reflink idref="bib65" id="ref67">65</reflink>]) Organisational Commitment Questionnaire (OCQ), advocated by Allen and Meyer ([<reflink idref="bib2" id="ref68">2</reflink>]), Commeiras and Fournier ([<reflink idref="bib9" id="ref69">9</reflink>]) and Cramer ([<reflink idref="bib10" id="ref70">10</reflink>]), was employed. General happiness was measured with an adapted 3-item version of the Subjective Happiness Scale devised by Lyubomirsky and Lepper ([<reflink idref="bib50" id="ref71">50</reflink>]). Teaching contribution, research contribution and job satisfaction were operationalised as single-item scales following the recommendations of Vakola ([<reflink idref="bib81" id="ref72">81</reflink>]), Diamantopoulos et al. ([<reflink idref="bib12" id="ref73">12</reflink>]) and Bergkvist ([<reflink idref="bib3" id="ref74">3</reflink>]).</p> <p>Table 1. Latent variables, indicators and item descriptions.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Latent variable & indicators</td><td>Item description</td></tr></thead><tbody><tr><td>Behavioural Reaction (Tsaousis and Vakola <xref ref-type="bibr" rid="bibr80">2018</xref>)</td></tr><tr><td>Beh1</td><td>I will share knowledge or information to help the TU formation to be successful</td></tr><tr><td>Beh2</td><td>I am willing to help the TU formation to be successful</td></tr><tr><td>Beh3</td><td>I am trying to convince others about the benefits of TU formation</td></tr><tr><td>Beh4</td><td>If needed, I would fight for the success of the TU formation</td></tr><tr><td>Cognitive Reaction (Tsaousis and Vakola <xref ref-type="bibr" rid="bibr80">2018</xref>)</td></tr><tr><td>Cog1</td><td>I believe that the TU formation will benefit the institute</td></tr><tr><td>Cog2</td><td>The TU formation will not help the development of the institute (r)</td></tr><tr><td>Cog3</td><td>I believe that TU formation is appropriate for the institute</td></tr><tr><td>Cog4</td><td>I believe that the process of change required for TU formation will be very effective</td></tr><tr><td>Emotional Reaction (Tsaousis and Vakola <xref ref-type="bibr" rid="bibr80">2018</xref>)</td></tr><tr><td>Emo1</td><td>The changes proposed by the TU formation are unpleasant for me (r)</td></tr><tr><td>Emo2</td><td>Due to the TU formation, I am less satisfied with my job (r)</td></tr><tr><td>Emo3</td><td>The TU formation is giving me a headache (r)</td></tr><tr><td>Emo4</td><td>The TU formation makes me emotionally tired (r)</td></tr><tr><td>Teaching Contribution</td><td /></tr><tr><td>Teach</td><td>I consider that I make a substantial teaching contribution to my institute</td></tr><tr><td>Research Contribution</td><td /></tr><tr><td>Research</td><td>I consider that I make a substantial research contribution to my institute</td></tr><tr><td>Organisational Commitment (Allen and Meyer <xref ref-type="bibr" rid="bibr2">1990</xref>; Porter et al. <xref ref-type="bibr" rid="bibr65">1974</xref>)</td></tr><tr><td>OC1</td><td>I am willing to put in a great deal of effort in order to help the institute be successful</td></tr><tr><td>OC2</td><td>I talk up the institute to my friends as a great organisation to work for</td></tr><tr><td>OC3</td><td>I am proud to tell others that I am part of the institute</td></tr><tr><td>OC4</td><td>The institute inspires me and this leads to an improvement in my performance at work</td></tr><tr><td>OC5</td><td>I am extremely glad that I chose to work at the institute</td></tr><tr><td>OC6</td><td>I really care about the fate of the institute</td></tr><tr><td>OC7</td><td>For me, the institute is the best of all possible organisations for which to work</td></tr><tr><td>Job Satisfaction (Vakola <xref ref-type="bibr" rid="bibr81">2004</xref>)</td></tr><tr><td>JSat</td><td>How satisfied are you with your current job?</td></tr><tr><td>General Happiness (Lyubomirsky and Lepper <xref ref-type="bibr" rid="bibr50">1999</xref>)</td></tr><tr><td>Hap1</td><td>In general, I consider myself a happy person</td></tr><tr><td>Hap2</td><td>I consider myself happier than most of my peers</td></tr><tr><td>Hap3</td><td>I enjoy life regardless of whatever is going on and try to get the most out of everything</td></tr></tbody></table> </ephtml> </p> <p>1 Note: (r) = reverse coded.</p> <p>Measurement of attitude to change was operationalised utilising a modified version of Tsaousis and Vakola's ([<reflink idref="bib80" id="ref75">80</reflink>]) three-part Change Recipients' Reaction Measure (CRRE) instrument. This construct was then introduced into the model as a second order reflective-reflective hierarchical component latent variable using the repeated indicators approach (Ringle, Sarstedt, and Straub [<reflink idref="bib69" id="ref76">69</reflink>]), formed from the indicators of its three first order latent variable dimensions. A 7-point Likert-type rating scale, with extreme anchors: 1 = strongly disagree and 7 = strongly agree, was utilised for all items, with the exception of the 7-point semantic differential scale for job satisfaction, with extreme anchors: 1 = very dissatisfied and 7 = very satisfied.</p> <hd id="AN0164366699-13">3.3. Method</hd> <p>The hypotheses for the theoretical model were tested by Partial Least Squares Structural Equation Modelling (PLS-SEM) using the Smart-PLS software programme (Ringle, Wende, and Becker [<reflink idref="bib70" id="ref77">70</reflink>]). PLS-SEM is a second-generation technique for modelling complex causal models that is particularly well suited to validating a broad range of behavioural theory models (Lowry and Gaskin [<reflink idref="bib49" id="ref78">49</reflink>]; Nowiński et al. [<reflink idref="bib56" id="ref79">56</reflink>]). Cohen ([<reflink idref="bib8" id="ref80">8</reflink>]), suggests that a relatively small sample size comprising at least 124 cases is sufficient for tests of regression models with the usual statistical power of 80%, a 0.05 significance level for valid regression coefficients and for a multiple coefficient of determination (R<sups>2</sups>) value of at least 0.10. Hair, Hult, et al. ([<reflink idref="bib26" id="ref81">26</reflink>]) argue that this estimate is also applicable for the endogenous latent variables in PLS-SEM models, based on the given level of complexity of the focal variables. It is also especially suited to fitting robust models to small datasets (Hair, Hult, et al. [<reflink idref="bib26" id="ref82">26</reflink>]) and so is appropriate for fitting to the study's data.</p> <p>Prior to validating the standardised paths of the PLS-SEM, representing the research hypotheses, the overall model was initially appraised for possible misspecification. Initially, the dimensionality of the reflective attitude to change construct was validated with exploratory factor analysis. The KMO statistic for sampling adequacy represents the proportion of the variance for the indicators that might be caused by underlying construct dimensions. Using a principal component extraction method, the fitted value of 0.903 provides strong evidence in support of this. The accompanying Bartlett's test for sphericity was also highly significant (χ<sups>2 </sups>= 1109.77, <emph>p</emph> <.001) further demonstrating that there is a distinct structure present in these data. The subsequent factor analysis with three factors explained 0.711 proportion of the overall variance in the attitude to change construct, with a four factor model representing 0.768. All indicators further fitted onto their three designated first order constructs using an Oblimin rotation. This shows that attitude to change is appropriately represented by the parsimonious and theoretically justified three-dimensional model. Attitude to change was therefore represented in the model as a reflective second order component construct, comprised of the three reflective first order constructs of behavioural reaction, cognitive reaction and emotional reaction, using the repeated indicators approach (Hair, Hult, et al. [<reflink idref="bib26" id="ref83">26</reflink>]).</p> <p>Following the recommendation of Hair, Hult, et al. ([<reflink idref="bib26" id="ref84">26</reflink>]) the model was then validated in two stages. In the first, the measurement, outer, model was tested for internal consistency reliability by Cronbach's Alpha and Rho_A coefficients (Dijkstra and Henseler [<reflink idref="bib14" id="ref85">14</reflink>]) for the model constructs being greater than 0.7. Convergent validity is appraised by the average variance extracted (AVE) for each construct exceeding 0.5 (Fornell and Larcker [<reflink idref="bib20" id="ref86">20</reflink>]). Discriminant validity is satisfied by: 1. The loadings for the indicators being greatest on their designated constructs, exceeding each of the values of their cross loadings on the remaining constructs; 2. Satisfying the Fornell and Larcker criterion for the second-order model; and, 3. The heterotrait-monotrait (HTMT) ratios (Henseler, Ringle, and Sarstedt [<reflink idref="bib32" id="ref87">32</reflink>]) for each pairwise comparison of the model constructs being less than 0.85 (Kline [<reflink idref="bib43" id="ref88">43</reflink>]), disregarding the HTMT ratios for comparisons with its first-order dimension constructs due to the replicated measures modelling.</p> <p>In the second stage, the hypothesised relationships for the structural inner model, were validated using bootstrap t-tests. Following the advice by Hair, Hult, et al. ([<reflink idref="bib26" id="ref89">26</reflink>]), 5000 bootstrap replicates of the corresponding standardised path coefficients were obtained for these tests. The hypothesised full mediating effect of general happiness on attitude to change by organisational commitment (H1c) and that for the partial mediating effect of general happiness on organisational commitment by job satisfaction (H3) were also tested using the relevant bootstrap replicated path coefficients, following the procedure advocated by Preacher and Hayes ([<reflink idref="bib66" id="ref90">66</reflink>]).</p> <p>To establish whether each of the impacting constructs in the model also have a substantive effect on their endogenous constructs, the effect size (<emph>f <sups>2</sups></emph>) for each relationship was calculated. Cohen ([<reflink idref="bib7" id="ref91">7</reflink>]) recommended that the magnitude for effects greater than 0.02, 0.15, and 0.35 can be considered as representing: small, medium, and large effects, respectively.</p> <p>To appraise the predictive relevance of the model, the Stone-Geisser Q<sups>2</sups> values (Chin [<reflink idref="bib6" id="ref92">6</reflink>]; Geisser [<reflink idref="bib22" id="ref93">22</reflink>]; Stone [<reflink idref="bib77" id="ref94">77</reflink>]) for paths from the reflective constructs to their designated endogenous constructs are calculated using the blindfold procedure. The cross-validated redundancy measure was used, with an omission distance of six. Predictive relevance for each relationship for a corresponding endogenous construct is indicated by a positive Q<sups>2</sups> value (Gómez, Aranda, and Santos [<reflink idref="bib24" id="ref95">24</reflink>]; Hair et al. [<reflink idref="bib25" id="ref96">25</reflink>]).</p> <hd id="AN0164366699-14">4. Results</hd> <p></p> <hd id="AN0164366699-15">4.1 Common method variance</hd> <p>As the data were collected from a single instrument, using a common data collection method, there is the possibility of common method variance (CMV) being present. This was appraised using Harman's single-factor test (e.g. Podsakoff et al. [<reflink idref="bib64" id="ref97">64</reflink>]). From exploratory factor analysis, a single factor accounted for 0.367 of the total variance which is less than the Harman's benchmark of 0.5 and the suggested, relaxed, value of 0.7 'before substantial concern about inflated relationships would arise' (Fuller et al. [<reflink idref="bib21" id="ref98">21</reflink>], 3197). This was further confirmed at the factor level, using the full collinearity assessment approach (Kock [<reflink idref="bib44" id="ref99">44</reflink>]), with each construct exhibiting a variance inflation factor of less than 3.3 (Table 2). There is, therefore, no evidence of CMV in these data.</p> <p>Table 2. Measurement model quality criteria.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Indicator</td><td>Loading</td><td>AVE</td><td>α</td><td>Rho_A</td><td>R<sup>2</sup></td><td>VIF</td></tr></thead><tbody><tr><td>ATC</td><td char="."><bold>–</bold></td><td char=".">0.769</td><td char=".">0.920</td><td char=".">0.923</td><td char=".">0.31</td><td char=".">1.45</td></tr><tr><td>ATC-Behavioural Reaction</td><td char=".">0.923</td><td char=".">0.675</td><td char=".">0.838</td><td char=".">0.846</td><td char=".">0.73</td><td char=".">-</td></tr><tr><td>Beh1</td><td char=".">0.833</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Beh2</td><td char=".">0.873</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Beh3</td><td char=".">0.739</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Beh4</td><td char=".">0.835</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>ATC-Cognitive Reaction</td><td char=".">0.962</td><td char=".">0.724</td><td char=".">0.872</td><td char=".">0.874</td><td char=".">0.86</td><td char=".">-</td></tr><tr><td>Cog1</td><td char=".">0.911</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Cog2</td><td char=".">0.823</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Cog3</td><td char=".">0.856</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Cog4</td><td char=".">0.810</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>ATC-Emotional Reaction</td><td char=".">0.876</td><td char=".">0.690</td><td char=".">0.850</td><td char=".">0.850</td><td char=".">0.71</td><td char=".">-</td></tr><tr><td>Emo1</td><td char=".">0.799</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Emo2</td><td char=".">0.812</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Emo3</td><td char=".">0.862</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Emo4</td><td char=".">0.847</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>General Happiness</td><td char="." /><td char=".">0.715</td><td char=".">0.806</td><td char=".">0.859</td><td char=".">n.a.</td><td char=".">1.20</td></tr><tr><td>GHap1</td><td char=".">0.903</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>GHap2</td><td char=".">0.763</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>GHap3</td><td char=".">0.863</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Organisational Commitment</td><td char="." /><td char=".">0.729</td><td char=".">0.938</td><td char=".">0.940</td><td char=".">0.35</td><td char=".">1.93</td></tr><tr><td>OC1</td><td char=".">0.807</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC2</td><td char=".">0.892</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC3</td><td char=".">0.912</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC4</td><td char=".">0.849</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC5</td><td char=".">0.856</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC6</td><td char=".">0.816</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>OC7</td><td char=".">0.838</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>JSat*</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">0.10</td><td char=".">1.54</td></tr><tr><td>Research*</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">n.a.</td><td char=".">1.10</td></tr><tr><td>Teach*</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">1.000</td><td char=".">n.a.</td><td char=".">1.10</td></tr></tbody></table> </ephtml> </p> <p>2 Cronbach's alpha (α); Average variance extracted (AVE); Variance inflation factor (VIF); Single item constructs (*); Exogenous construct (n.a.).</p> <hd id="AN0164366699-16">4.2. Measurement model analysis</hd> <p>All Cronbach's alpha and Rho_A values for the constructs exceeded the minimum threshold value of 0.7 (Hair et al. [<reflink idref="bib25" id="ref100">25</reflink>]) as shown in Table 2. This suggests internal consistency reliability is present in the data. The AVE for each construct also exceeded the threshold value of 0.5, demonstrating convergent validity (Fornell and Larcker [<reflink idref="bib20" id="ref101">20</reflink>]).</p> <p>All indicators loaded onto their designated construct both, with values greater than 0.7, demonstrating sufficient indicator reliability (Hair, Hult, et al. [<reflink idref="bib26" id="ref102">26</reflink>]) and exceeding their cross-loadings on the other constructs; the maximum cross loading being 0.658 for Beh4, an indicator for the behavioural reaction construct, on the emotional reaction construct (Table 2).</p> <p>The path coefficients for the three dimensions for attitude to change represent the loadings for the second-order reflective construct and all exhibit indicator reliability by exceeding 0.7. The square-root of the AVE for each construct was also greater than its correlations with the remaining constructs in the structural model (Table 3), consequently, satisfying the Fornell-Larcker criterion for discriminant validity. All constructs were also found to have a HTMT ratio of less that the threshold value of 0.85 (Table 4). There was, therefore, sufficient evidence from the data, that the model had discriminant validity.</p> <p>Table 3. Fornell-Larcker criterion: construct correlations (</p> <p>Graph</p> <p> <ephtml> <math xmlns="http://www.w3.org/1998/Math/MathML"><mo>√</mo><mrow><mi mathvariant="normal">A</mi><mi mathvariant="normal">V</mi><mi mathvariant="normal">E</mi></mrow></math> </ephtml> along lead diagonal).</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>ATC</td><td>GHap</td><td>JSat</td><td>OC</td><td>Research</td><td>Teach</td></tr></thead><tbody><tr><td>ATC</td><td char="."><bold>0</bold><bold>.</bold><bold>877</bold></td><td char="." /><td char="." /><td char="." /><td /><td /></tr><tr><td>GHap</td><td char=".">0.133</td><td char="."><bold>0</bold>.<bold>845</bold></td><td char="." /><td char="." /><td /><td /></tr><tr><td>JSat</td><td char=".">0.265</td><td char=".">0.306</td><td char="."><bold>1</bold></td><td char="." /><td /><td /></tr><tr><td>OC</td><td char=".">0.506</td><td char=".">0.316</td><td char=".">0.573</td><td char="."><bold>0</bold>.<bold>854</bold></td><td /><td /></tr><tr><td>Research</td><td char=".">0.260</td><td char=".">0.067</td><td char=".">0.022</td><td char=".">0.125</td><td><bold>1</bold></td><td /></tr><tr><td>Teach</td><td char=".">−0.187</td><td char=".">0.165</td><td char=".">0.004</td><td char=".">−0.079</td><td>−0.168</td><td char="."><bold>1</bold></td></tr></tbody></table> </ephtml> </p> <p>Table 4. Heterotrait-monotrait (HTMT) ratios.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>ATC</td><td>Beh</td><td>Cog</td><td>Emo</td><td>GHap</td><td>JSat</td><td>OC</td><td>Research</td></tr></thead><tbody><tr><td>Beh</td><td char="."><bold>n.a.</bold></td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td /></tr><tr><td>Cog</td><td char="."><bold>n.a.</bold></td><td char=".">0.838</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td /></tr><tr><td>Emo</td><td char="."><bold>n.a.</bold></td><td char=".">0.626</td><td char=".">0.813</td><td char="." /><td char="." /><td char="." /><td char="." /><td /></tr><tr><td>GHap</td><td char=".">0.163</td><td char=".">0.196</td><td char=".">0.119</td><td char=".">0.130</td><td char="." /><td char="." /><td char="." /><td /></tr><tr><td>JSat</td><td char=".">0.277</td><td char=".">0.278</td><td char=".">0.240</td><td char=".">0.238</td><td char=".">0.322</td><td char="." /><td char="." /><td /></tr><tr><td>OC</td><td char=".">0.543</td><td char=".">0.632</td><td char=".">0.467</td><td char=".">0.386</td><td char=".">0.349</td><td char=".">0.586</td><td char="." /><td /></tr><tr><td>Research</td><td char=".">0.273</td><td char=".">0.287</td><td char=".">0.220</td><td char=".">0.239</td><td char=".">0.082</td><td char=".">0.022</td><td char=".">0.131</td><td /></tr><tr><td>Teach</td><td char=".">0.196</td><td char=".">0.097</td><td char=".">0.168</td><td char=".">0.269</td><td char=".">0.191</td><td char=".">0.004</td><td char=".">0.082</td><td char=".">0.168</td></tr></tbody></table> </ephtml> </p> <p>3 Note: (n.a.) = not applicable as a dimension of ATC</p> <hd id="AN0164366699-17">4.3. Structural model analysis</hd> <p>The coefficient of determination (R<sups>2</sups>) for the single item job satisfaction construct is equal to 0.10, with the multiple coefficient of determination for the remaining endogenous constructs, organisational commitment and attitude to change, being 0.35 and 0.309, respectively (Table 2). Moreover, the first-order construct dimensions for attitude to change, behavioural reaction, cognitive reaction, and emotional reaction have R<sups>2</sups> values of: 0.733, 0.862, and 0.713, respectively (Table 2). All meet the R<sups>2</sups> lower threshold value of 0.1, suggested by Falk and Miller ([<reflink idref="bib16" id="ref103">16</reflink>]), and so the presence of these constructs in the structural model is appropriate.</p> <p>The effect sizes for the paths representing the hypothesised relationships are exhibited in Table 5. These vary from 0.024 for the negative impact of contribution to teaching on attitude to change, to 0.386 for the positive mediating effect of job satisfaction on the positive relationship of general happiness on organisational commitment. In all cases, the lower bound of 0.02 for a recognised small effect (Cohen [<reflink idref="bib7" id="ref104">7</reflink>]) is satisfied.</p> <p>Table 5. Path Coefficients (β), Loadings (λ), Effect size (f <sups>2</sups>) and research hypotheses.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Path</td><td><italic>β</italic></td><td><italic>f</italic><sup>2</sup></td><td><italic>Hypothesis</italic></td></tr></thead><tbody><tr><td>General Happiness → Job Satisfaction</td><td char=".">0.306***</td><td char=".">0.110<italic><sup>a</sup></italic></td><td>H1a Accepted</td></tr><tr><td>General Happiness → Organisational Commitment</td><td char=".">0.155<sup>†</sup></td><td char=".">0.032<italic><sup>a</sup></italic></td><td>H1b Accepted</td></tr><tr><td>General Happiness → Organisational Commitment → Attitude to Change</td><td char=".">0.075*</td><td char=".">0.288<sup>b</sup></td><td>H1c Accepted</td></tr><tr><td>Job Satisfaction → Organisational Commitment</td><td char=".">0.526***</td><td char=".">0.385<italic><sup>c</sup></italic></td><td>H2 Accepted</td></tr><tr><td>General Happiness →Job Satisfaction → Organisational Commitment</td><td char=".">0.163***</td><td char=".">0.386<sup>c</sup></td><td>H3 Accepted</td></tr><tr><td>Organisational Commitment → Attitude to Change</td><td char=".">0.474***</td><td char=".">0.320<italic><sup>b</sup></italic></td><td>H4 Accepted</td></tr><tr><td>Research → Attitude to Change</td><td char=".">0.180**</td><td char=".">0.061<italic><sup>a</sup></italic></td><td>H5a Accepted</td></tr><tr><td>Teach→ Attitude to Change</td><td>−0.120*</td><td char=".">0.024<italic><sup>a</sup></italic></td><td>H5b Accepted</td></tr><tr><td><bold>Loading</bold></td><td><italic>λ</italic></td><td /><td /></tr><tr><td>Attitude to Change → Behavioural Reaction</td><td char=".">0.856***</td><td>-</td><td>-</td></tr><tr><td>Attitude to Change → Cognitive Reaction</td><td char=".">0.928***</td><td>-</td><td>-</td></tr><tr><td>Attitude to Change → Emotional Reaction</td><td char=".">0.844***</td><td>-</td><td>-</td></tr></tbody></table> </ephtml> </p> <p>4 *<emph>p</emph> ≤.05; **<emph>p</emph> ≤.01; ***<emph>p</emph> ≤.001, †<emph>p</emph>≤.05 (one-tailed test); Path coefficient (<emph>β</emph>); Loadings (<emph>λ</emph>); Effect size (<emph>f</emph><sups>2</sups>); <emph><sups>a</sups></emph>Small effect; <sups><emph>b</emph></sups>Medium effect; <emph><sups>c</sups></emph>Large effect.</p> <p>The model also has adequate predictive power with the Stone-Geisser Q<sups>2</sups> statistic for the endogenous variables all being positive (attitude to change, 0.149; behavioural reaction, 0.484; cognitive reaction, 0.614; emotional reaction, 0.473; job satisfaction, 0.084; organisational commitment, 0.241).</p> <p>The bootstrap t-tests for the standardised path coefficients, together with the associated effect size values, are exhibited in Table 5. All path coefficients are significant using a two-tailed test with the marginal exception of the positive relationship between general happiness and organisational commitment that is hypothesised to be partially mediated by job satisfaction. The associated path coefficient for this relationship is only weakly significant (<emph>p</emph> =.055). This relationship is, however, hypothesised to have a positive relationship and is significant for a one-tailed test. (<emph>p</emph> <.03). In addition, both the full mediating effect for the relationship of general happiness on attitude to change by organisational commitment (H1c), and the partial mediating of the effect for the relationship between general happiness and organisational commitment by job satisfaction (H3) were also confirmed (Table 5).</p> <p>Finally, as a measure of overall goodness-of-fit for reflective PLS-SEMs, SmartPLS estimates the standardised root mean square residual (SRMR). The value of 0.077 for the estimated model (Henseler et al. [<reflink idref="bib31" id="ref105">31</reflink>]) satisfies the upper bound of 0.080 recommended by Hu and Bentler ([<reflink idref="bib38" id="ref106">38</reflink>]), further suggesting the model provides an adequate fit to the data.</p> <hd id="AN0164366699-18">5. Discussion</hd> <p>The literature suggests higher levels of general happiness will, on average, lead directly to greater organisational commitment and increased job satisfaction (Fisher [<reflink idref="bib19" id="ref107">19</reflink>]; Williams and Hazer [<reflink idref="bib85" id="ref108">85</reflink>]). The results of this study substantiates these relationships. The direct effect of job satisfaction on organisational commitment (Harrison, Newman, and Roth [<reflink idref="bib30" id="ref109">30</reflink>]; Iverson [<reflink idref="bib40" id="ref110">40</reflink>]; Meyer and Allen [<reflink idref="bib51" id="ref111">51</reflink>]; Meyer et al. [<reflink idref="bib52" id="ref112">52</reflink>]) and job satisfaction partially mediating the direct effect of general happiness on organisational commitment are also demonstrated. It also confirms that general happiness and a feeling of wellbeing by academic staff has an indirect positive effect on their attitude to a change in status of their organisation to a higher status institution. This effect is fully mediated by organisational commitment.</p> <p>Organisational commitment was found to have a significant positive effect on attitude to change, consistent with previous findings in the literature (Field and Buitendach [<reflink idref="bib17" id="ref113">17</reflink>]; Holt et al. [<reflink idref="bib36" id="ref114">36</reflink>]; Judge et al. [<reflink idref="bib42" id="ref115">42</reflink>]; Oreg, Vakola, and Armenakis [<reflink idref="bib58" id="ref116">58</reflink>]; Peccei, Giangreco, and Sebastiano [<reflink idref="bib61" id="ref117">61</reflink>]; Visagie and Steyn [<reflink idref="bib83" id="ref118">83</reflink>]). This suggests that academic staff who were more committed to the institute, and experienced a stronger affiliation with the organisation, were more likely to exhibit a positive attitude to the proposed change.</p> <p>A major tenet of the stated TU mission is to strengthen and deepen research capability, compared to that present in the current institute of technology setting (Technological Universities Research Network [<reflink idref="bib79" id="ref119">79</reflink>]). Academic staff with a principally teaching focus may be apprehensive about the requirement for a greater emphasis and commitment to undertaking research. Therefore, it is unsurprising to observe the negative relationship between contribution to teaching and attitude to the change. On the contrary, active researchers in the existing organisation are likely to welcome the attendant elevation of the research mission and therefore expressed a relatively more positive attitude to the proposed change.</p> <p>These findings allow the prescription of a variety of approaches to improve the attitudes of academic staff towards TU formation, consequently reducing resistance to the change (Kotter [<reflink idref="bib45" id="ref120">45</reflink>]). Initiatives to improve job satisfaction would be expected to lead to superior organisational commitment, which, in turn, would be expected to increase positive attitudes to the change (Oshagbemi [<reflink idref="bib59" id="ref121">59</reflink>], [<reflink idref="bib60" id="ref122">60</reflink>]). The model also suggests that efforts to improve organisational commitment among academic staff, directly, would have a positive effect on attitude to the change. Therefore, precedence should be given to actions that increase employee empowerment, teamworking and relevant training, throughout the change process, as these are known to engender commitment (Hanaysha [<reflink idref="bib27" id="ref123">27</reflink>]). The study also reveals the importance of general wellbeing programmes, to improve employee happiness, in achieving these objectives.</p> <p>The change would also be viewed more positively if the institute emphasised the importance of teaching quality to the newly formed TU and the consequent continued value of teaching-oriented staff. Concurrently, efforts to encourage predominately teaching focused staff, in particular, to embrace a greater research focus has the potential to further promote a positive attitude to the change. Institutional resources, policies and procedures are paramount in promoting research activity. In order to promote enhanced research activity, institutions should invest in mentoring and mentoring communities, improve infrastructure, engage in cluster hiring in areas of institutional expertise, revise institutional policies to prioritise research, reduce teaching workloads for researchers and modify promotion criteria to incentivise research activity (Huenneke et al. [<reflink idref="bib39" id="ref124">39</reflink>]).</p> <hd id="AN0164366699-19">6. Limitations and future research</hd> <p>This research investigated the factors influencing academic staff attitudes to the formation of a TU. It particularly focused on the divergence in attitudes between teaching and research focused academics. Future research may involve a qualitative or mixed-methods study that investigates the specific aspirations and anxieties, that instigate stakeholders' attitudes to the change. As attitudes are dynamic and may change over time (Rafferty, Jimmieson, and Armenakis [<reflink idref="bib68" id="ref125">68</reflink>]) these can best be studied using a longitudinal design to track shifts in attitude to the change, as the transformation progresses.</p> <p>Given the importance of knowledge transfer to the mission of TUs, both nationally (Higher Education Authority [<reflink idref="bib33" id="ref126">33</reflink>]) and internationally (OECD [<reflink idref="bib57" id="ref127">57</reflink>]; Perez-Esparrells and Orduna-Malea [<reflink idref="bib62" id="ref128">62</reflink>]), future research should include this in any subsequent investigation of the resultant output from staff that can be attributed to the newly created institute.</p> <p>This research could also be extended to other jurisdictions across Europe and further afield where comparable transformations have taken place or are planned to take place. It is also pertinent for institutes who are looking to increase their credentials and ratings by strategically increasing their research capability.</p> <hd id="AN0164366699-20">7. Conclusion</hd> <p>This research builds upon the existing theory of organisational change and introduces a novel model for academic staffs' attitude to change, predicated on an impending increase in academic status for their higher education institution. It is then validated for the case of an Irish institute of technology that is in the process of acquiring TU status. The findings confirm that job satisfaction partially mediates the positive effect of general happiness and wellbeing on commitment to the organisation and that this commitment has a positive effect on the attitude to the imminent change. It further demonstrates the positive and direct impact that research commitment has on the attitude to the change. The relatively more negative attitude to change associated with a greater commitment to teaching is also confirmed.</p> <p>Overall, the model provides an understanding of academic staff attitudes to change, leading to more appropriately nuanced and informed decision making and interventions by senior management. This, in turn, can facilitate a successful transition, resulting in a sustainable future for the new institution (Dzimińska, Fijałkowska, and Sułkowski [<reflink idref="bib15" id="ref129">15</reflink>]). The findings are argued to have a greater currency, within and beyond the Irish higher education sector, and not solely limited to the context of the case study.</p> <hd id="AN0164366699-21">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0164366699-22"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref18" type="bt">1</bibl> <bibtext> *Present address: Hertfordshire Business School, University of Hertfordshire, Hatfield, United Kingdom.</bibtext> </blist> </ref> <ref id="AN0164366699-23"> <title> References </title> <blist> <bibtext> Ajzen, I. 1984. " Attitude Theory." In Encyclopedia of Psychology. Vol. 1, edited by Raymond J Corsini, 100 – 102. New York : Wiley.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref68" type="bt">2</bibl> <bibtext> Allen, Natalie J., and John P. Meyer. 1990. " The Measurement and Antecedents of Affective, Continuance and Normative Commitment to the Organization." 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An: EJ1390400
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PubType: Academic Journal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating the Factors Influencing Academic Staff Attitudes toward the Formation of a Technological University
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stack%2C+Gary+D%2E%22">Stack, Gary D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5931-7542">0000-0002-5931-7542</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wallace%2C+James%22">Wallace, James</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Studies+in+Higher+Education%22"><i>Studies in Higher Education</i></searchLink>. 2023 48(7):1025-1038.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Institutes%22">Technical Institutes</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Change%22">Organizational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03075079.2023.2180629
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0307-5079<br />1470-174X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Irish institute of technology sector is undergoing a major restructuring that will culminate in mergers, to form technological universities (TU). It is essential that the perspective of key stakeholders is fully considered throughout this process, in order to facilitate a successful transition. This research investigates the factors influencing attitudes of academic staff toward their institute becoming a TU. A theoretical model was developed, based on the extant literature, and validated using partial least squares structural equation modelling. Academic staff attitudes to the proposed change were found to relate to their sense of organisational commitment and their contribution to teaching and research. Levels of happiness and job satisfaction were also found to influence their sense of organisational affiliation and belonging. Those with greater organisational commitment and a greater research focus were more likely to report a positive attitude to the change. Academic staff with a predominately teaching focus reported a relatively more negative attitude to the change. These findings facilitate the prescription of targeted initiatives to secure stakeholder support, throughout the transition. Staff wellbeing initiatives can improve job satisfaction and cement organisational commitment, positively influencing attitude to the change. Promoting research activity, while reaffirming the importance of teaching, can also serve to promote a positive attitude to the change in status. The unique model presented in this research has the potential to inform stakeholder management in the implementation of major organisational change in higher education both nationally and internationally.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1390400
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1390400
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2023.2180629
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1025
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technical Institutes
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Organizational Change
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Program Implementation
        Type: general
    Titles:
      – TitleFull: Investigating the Factors Influencing Academic Staff Attitudes toward the Formation of a Technological University
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          Name:
            NameFull: Stack, Gary D.
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            NameFull: Wallace, James
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0307-5079
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              Value: 1470-174X
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              Value: 48
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              Value: 7
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            – TitleFull: Studies in Higher Education
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