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Clan Culture
This research is an empirical study of the relationship between organization culture,
as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and categorize organizations as clan, adhocracy, market or hierarchy. To measure LTE, we use a subset of the Learning Transfer System Inventory items, including items such as feedback and coaching received, supervisor and peer support, supervisor reprimand, resistance or openness to change and personal outcomes (positive/negative). Our results reveal that many of the LTE factors are systemically related to perceptions of organization culture type. Some organization culture types support certain learning transfer factors more than others. Specifically, flexible organizations (defined as predominantly clan and/or adhocracy cultures) have a more supportive LTE than stable organizations (defined as predominantly market and/or hierarchy cultures) (Aindrila, et al., 2019). Reference: http://dx.doi.org/10.1111/ijtd.12116
Understanding the current and preferred organizational culture among school
teachers in India is a primary requirement, particularly when the National Educational Policy (NEP) is being implemented. Measuring the competing values using the Organizational Culture Assessment Instrument (OCAI) provides information about the dominant characteristics of the organizational culture and the school teachers' preferences. We surveyed school teachers and received 273 responses. Research revealed that clan culture is the overall current and preferred organizational culture type. Many of the results are not a surprise. However, we found that organizational leadership is currently in the hierarchy culture and strategic emphasis is on adhocracy, whereas teachers prefer a clan culture on these dimensions. Teachers expect school leaders to be the ones who facilitate the path to achieve, provide mentoring, and are instrumental in team building. They prefer a culture that provides for the development of human capital, promotes high trust and transparency among teachers, and offers an opportunity to participate in decision-making. This study is unique as it measures schools' organizational culture that has not been done earlier in the Indian context. The results suggest implications on the leadership practices and the strategic emphasis that need to change, in order to facilitate the implementation of the National Education Policy (NEP) (Thomas, et al., 2022).
Reference: http://www.jsard.org/
This study examined the link between institutional culture and the organizational effectiveness of some selected public universities. Hence, a cross-sectional survey study was preferred. Data were collected using OCAI and AOSECU. Universities were selected using stratified sampling technique while 600 subordinates and 160 supervisors were selected as participants in the study. The supervisors provided data on the organizational effectiveness variables while subordinates provided data on organizational leadership and organizational culture of the sampled universities. Data analysis was conducted using correlation and multiple regression for analyzing the relationship that exists between the variables. The analysis revealed that the dominant organizational culture and effectiveness that operate in public universities are hierarchy culture and academic oriented domain, respectively. Clan and hierarchy organizational culture types showed significant relationship with organizational effectiveness domains. Clan organizational type exhibits significant relationship with academic and morale domains of organizational effectiveness. Hierarchy culture, on the other hand, showed weak, negative but significant relationship with academic domain of organizational effectiveness. External adaptation domain of organizational effectiveness showed no relationship with all culture types. Accordingly, recommendations for future research are also suggested in the study (Gebretsadik, & Mamo, 2022). Reference: http://dx.doi.org/10.1080/13603124.2020.1722248
Adhocracy Culture Organizational stagnation occurs in every system where basic cultural change slows down, and the current situation becomes the usual option until conscious and consistent cultural change initiatives are implemented. It is seen that sports organizations in our country cannot make the desired change in their organizations, although they apply modern management approaches to increase their performance. The study aims to determine the cultural variables and their sub-titles that affect the increase of sports organizations' performance. This research was conducted according to qualitative research methods. In the research, 4 different types of culture emerged as Solidarity and Cooperation, Innovative, Being Competitive, and Emphasis on Hierarchy. It has been determined that these types of culture are similar to Clan, Adhocracy, Marketing, and Hierarchy Culture types defined as dominant cultural differences in Quinn and Cameron's competitive values model (Samur, & Serdar, 2021).
Reference: http://www.macrothink.org
Globally, higher education institutions (HEIs) face increasing pressure to learn,
change, and adapt to survive and thrive in an increasingly complex and turbulent in today's environment (Alsabbagh & Khalil, 2019; Coman & Bonciu, 2016; Tierney, 1988, 2008). Furthermore, HEIs are the catalyst to create new knowledge that contributes to economic and social growth by setting the framework for technology transfer, shifting demographics, globalization, and the recruitment of diverse students (Habtoor et al., 2019, 2020; Sayed & Edgar, 2019; Voolaid & Ehrlich, 2019. To effectively reduce the stress and strain produced in colleges and universities by the changing environment, HEIs must better understand the internal organizational culture (OC) to facilitate the progression of organizational learning. Important to realize, HEIs have been linked with economic prosperity and development of developing countries; the Bahamas needs to focus on the University of The Bahamas' OC to determine the present and desired state of OC to bring about continuous improvements strategic redirection for organizational success. As a result, the purpose of this study was to examine the impact OC types--clan, adhocracy, market, and hierarchy--can have on the dimensions of learning at the University of The Bahamas, the oldest HEI in the Bahamas. This cross-sectional quantitative study used the Organizational Culture Assessment Inventory and the Dimension of Learning Questionnaire. The surveys were completed by 154 participants in this study: 15.0% (n = 70) were staff, 13.1% (n = 61) were faculty members, and 17.9% (n = 10) were administration. Additionally, the study examined the control variable of gender. This research indicates that hierarchy and market partially significantly predict individual learning, and adhocracy, clan, hierarchy, and market significantly predict organizational learning (Alsabbagh & Khalil, 2019). Reference: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
In recent decades, there has been a significant increase in research that focuses on organisational culture as an important construct that can support or hinder the implementation of changes in higher education. In developing countries of Europe, limited studies are assessing organisational culture and its alignment with planned changes in higher education institutions. Hence, the objective of this research was to identify the dominant organisational culture types in higher education and understand how the planned changes are aligned with the dominant cultures. The research was conducted in a large public university in Kosovo. The Competing Values Framework was used to assess the organisational culture. The study adopted a quantitative research approach. The sample consisted of 102 academic staff from a population of approximately 960. The data were collected using a standardised instrument (The Organisational Culture Assessment Instrument (OCAI)) to identify the dominant organisational culture based on four organisational culture types: clan, hierarchy, adhocracy, and market. The data related to the planned changes of the university were collected through document analysis. The research identified hierarchy and market cultures as the dominant cultures. The results also show that the dominant organisational cultures militate against the main planned changes. The findings confirm the relevance of the Competing Values Framework in assessing the organisational culture in higher education institutions and provide direction to academic leaders about how they can align their planned changes with the organisational culture to achieve better outcomes (Tahiraj, et al., 2022).
