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Educational Sciences Theory amp Practice - 12(4) bull Autumn bull 2474-2486 copy2012 Educational Consultancy and Research Center

wwwedamcomtrestp

a Refik BALAY PhD is an associate professor in

the field of Educational Administration Organi-

zational commitment learning organizations

organizational creativity conflict management

diversity management and classroom manage-

ment are among his basic fields of study Corres-

pondence Şanlıurfa Harran University Faculty of

Education Department of Educational SciencesOsmanbey Campus 63200 Şanlıurfa E-mail refik-

balayhotmail com Tel +90 414 3183659 Fax +90

Effect of Learning Organization Perception to the

Organizational Commitment A Comparison betweenPrivate and Public University

Refik BALAY a Harran University

AbstractThis research aims to examine the impact of faculty membersrsquo learning organization perceptions

to the organizational commitment through quantitative method The study group consists of 172faculty members working in two universities which are private (Zirve University) and public (Har-ran University) ones The research results show that faculty members working in private universityhave a higher level of learning organization perceptions than faculty members in public university

and feel a higher level of commitment to universities which they work Results also indicate thatprivate universityrsquos faculty membersrsquo perceptions of learning organization dimensions with per-ceptions of levels of organizational commitment (except for commitment based on compliance)in all dimensions were more positive than those working in public university Also the dimension

of reinforced employees from learning organization dimensions negatively predicts organizational

commitment based on compliance and the dimensions of team learning and shared systems po-sitively predict the organizational commitment based on identification Especially the dimensionof shared systems constitutes a more powerful effect on the commitment on the level of identifi-

cation Finally it was found that none of the learning organization dimensions made a significantimpact on organizational commitment based on internalization

Key Words

Learning Organization Organizational Commitment Private University Public University Faculty Members

Learn983145ng Organ983145zat983145ons

Organzatons not just people must also adapt torapdly changng crcumstances One of the mana-

gement concepts developed to ncrease compett-

veness and survval of organzatons s the conceptof learn983145ng organ983145zat983145on s concept s based on

organzatons to acqure new knowledge to share

the nformaton produced and to use n solvng the

problems transformng the organzatonrsquos nfor-

maton In ths sense learnng s an exstental act

whch presents contnuty for organzatons Ac-

cordng to Rchardson (1995) achevng eectve

learnng by creatng new markets products serv-

ces and processes to respond to changng envron-

ments has become the most strategc ssue of recentyears So how organzatonal learnng wll develop

productvty and performance n rapdly changng





E D U C A T I O N A L S C I E N C E S T H E O R Y amp P R A C T I C E

the scope of goals and values (DeCots amp Sum-

mers 1987 Morrow 1983 Randall amp Cote 1991

Schwenk 1986 Wener 1982)

ere are several classfcatons of the lterature

on organzatonal commtment Etzon (1975)

classfes organzatonal commtment as negatve-

alenatng mddle-to-neutral and postve moral

commtment Wener (1982) as nstrumental and

normatve-moral commtment Allen and Meyer

(1990) as emotonal contnuance and normatve

commtment Kelman (1958) OrsquoRelly and Chat-

man (1986) as commtment based on complance

dentfcaton and nternalzaton Katz and Kahn

(1977) as nstrumental and expressve commt-

ment Buchanan (1974) as dentfcaton attach-

ment and loyalty Classfcatons related to organ-

zatonal commtment has been observed n studesof Turkey (Balay 2000 2007 Balcı 2000 Celep

1996 Tekn 2002 Uyguccedil amp Ccedilımrın 2004 Uumlnuumlvar

2006 Varoğlu 1993 Yıldırım 2002 Yılmaz 2009)

Studes wthn the framework of organzatonal

commtment development tools showed that the

most mportant tools n ths subject are control

strategy vson the work requred to struggle co-

operaton and teamwork work culture common

benefts communcaton nterest n people tech-

nology tranng and development the sgnfcanceof the work job stress sense of duty fulfllment

approprate learnng clmate autonomy partcpa-

ton feedback collaboraton learnng opportunt-

es and resources (Frestone amp Pennel 1993 Ulrch

1998 Weber 1997)

Relat983145onsh983145p Between Learn983145ng Organ983145zat983145on

and Organ983145zat983145onal Comm983145tment

In recent years organzatons are confronted wth

an ncreasngly rsng compettve pressure In or-

der to survve and ncrease nsttutonsrsquo compett-

veness one of the modern management concepts

developed n s learn983145ng organ983145zat983145on and another

s the concept of organ983145zat983145onal comm983145tment e

concept of learnng organzaton s predcated on

organzatons to create new knowledge to share

ths nformaton to convert ths nformaton nto

organzatonal knowledge to use on solvng the

problems (Garvn 1993 DBella amp Nevs 1998

Senge 1993) On the other hand t s not enoughto keep people physcally n the system Employees

may not ntegrate psychologcally wth the system

envronment and they jon n many actvtes es-

pecally learnng actvtes s stuaton can lead

to poor the systemrsquos psychologcal bond Accordng

to Katz and Kahn (1977) for the eectve funct-

onng of educatonal nsttutons of whch actvty

feld s to change and transform people most of the

members must be wllng to do more than most ofthe task defnton s requres the ntegraton of

employees wth organzaton Because accordng to

Ulrch (1998) those wth organzatonal commt-

ment become more ecent and act wth a sense of

hgher responsblty and loyalty

In prevous researches organzatonal commt-

ment was used as dependent varable n some

studes and ndependent varable n other stud-

es In these studes organzatonal commtment

s closely related to absence delay wthdrawal(Rechers 1985) motvaton (Becker et al 1996

Randall 1987 Wener 1982) desre to reman n

the organzaton (Rozenblum 1993 Tsu Egan amp

OrsquoRelly 1992) changng jobs (Hrebnak amp Alut-

to 1972) to strve for ndvdual groups to ensure

group loyalty (Blau amp Boal 1987) promoton loss

of ncome loss of job securty solaton wearng

character change n the qualty of busness the

development of employees moblty creatvty

nnovaton obstacles to change group nteracton

unable to balance home and work relatonshps

personal alenaton to engage n llegal and uneth-

cal behavors (Randall) job satsfacton (Chatman

1991 Daley amp Krk 1992 Robbns 1994 Tannen-

baum 1966 Tsu et al 1992) performance (Loc-

ke Latham amp Erez 1988) partcpaton (Becker et

al 1996 Handy 1985 Parks 1992 Randall Wal-

lace 1995) and conct (Lowery 1994 Monchak

1994 Vroom 1992)

In studes carred out n Turkey the organzatonal

commtment was examned as both ndependent

and the dependent varable For example Tuncer

(1995) surveyed the levels of job satsfacton and

organzatonal commtment of the sta of M-

nstry of Natonal Educaton and found that the

sta had organzatonal commtment and they are

generally satsfed wth ther jobs Varoğlu (1993)

n hs study nvestgatng the employeesrsquo atttudes

values commtment to the organzaton n Turksh

publc sector t s found out that most of Turksh

employees n the publc sector had a hgh level ofcommtment to keep contnuaton n workng and

the reasons for workng and gvng up the job are



BALAY Effect of Learning Organization Perception to the Organizational Commitment

vronment Celep (1996) n hs study related to the

organzatonal commtment of the teachers n edu-

catonal organzatons t s found that teachers are

hghly dedcated to ther jobs and the dedcaton

s mostly related to the teachng professon rather

than school

Balay (2000) n hs study examnng the orga-

nzatonal commtment of the teachers and the

prncpals both n prvate and state hgh schools

t s found that teachers and prncpals n prvate

hgh schools had a hgher level of organzatonal

commtment than teachers and prncpals n state

hgh schools Uumlnuumlvar (2006) n hs study exam-

nng job-related characterstcs job satsfacton

the behavour of the organzatonal ctzenshp

and organzatonal commtment t s found that

organzatonal commtment and the behavour ofthe organzatonal ctzenshp have a sgnfcant

relatonshp Balay (2007) n hs study examnng

the organzatonal commtment of teachers n pr-

mary schools and ther conct management styles

t s found that organzatonal commtment based

on dentfcaton and nternalzaton s especally

related to the conct management styles of comp-

romsng and problem solvng and organzatonal

commtment based on complance s seen as the

only predctor of conct management strategy of

fosterng Yılmaz (2009) n hs study found a close

relatonshp between organzatonal commtment

job satsfacton and organzatonal creatvty Balay

and İpek (2010) n ther study examnng organ-

zatonal culture and organzatonal commtment of

prmary school teachers found a postve correla-

ton between complance based of organzatonal

commtment and the power and role culture and

a negatve correlaton between complance based

of organzatonal commtment and success and

supportve culture Organzatonal commtment atthe level of dentfcaton and nternalzaton sho-

wed a postve correlaton especally wth success

and supportve culture Turan Karadağ and Bektaş

(2011) focused on the relatonshp between organ-

zatonal commtment and learnng organzaton n

the structure of the unversty ey found a pos-

tve correlaton between learnng organzaton and

organzatonal commtment and t s found that

learnng organzaton subscales together predcted

32 percent of organzatonal commtment

On the other hand revewng the lterature t s

obvously seen that researchers such as Argyrs

merely focused on the learnng organzaton ssue

just at thnkng level on the contrary they gave

less mportance to emprcal studes However t

s not enough to just have the concept of learnng

organzaton ntellectually To answer the queston

of how to create a learnng organzaton there s a

need to fnd out the relaton between the conceptof learnng organzaton and the other concepts

related to t n the researches In ths context there

are a lmted numbers of researches carred out For

example Seymour (1992) found out a close relat-

onshp between learnng organzaton and qualty

approaches To hm n order to reveal the qualty

of the organzaton there s a need for the know-

ledge desre and the energy of everyone n the

organzaton Ccedilelk (1997) revealed a relatonshp

between organzatonal learnng and organzat-onal change Accordngly a successful change just

depends on the successful creaton of an organza-

tonal learnng culture To Kavrakoğlu (1996) the

roots of the concept of learnng organzaton are

based on system dynam983145cs System dynamcs s a

dscplne of seeng the whole To see the whole the-

re must be an mplemented shared learnng n all

of the system Fol and Lyles (1985) suggested that

factors such as envronment structure culture and

strategy nuenced the organzatonal learnng

and organzatonal learnng s aected n a postveway f ths organzaton and strateges are adopted

Toumlremen (2001) n hs study comparng prvate and

state hgh schools t s found that team workng n

prvate schools s at a more satsfactory level than

t s n state schools Also Yener (1997) found that

prvate schools are superor to the state schools n

promotng contnuous learnng Basım Şeşen and

Meydan (2009) n ther study carred out on the ef-

fect of the concept of learnng organzaton on the

entrepreneurshp n the organzaton they foundout that team learnng cross-connect systems and

supportve leadershp have a postve eect on ent-

repreneurshp wthn the organzaton

As can be seen clearly from the above nformaton

n the lterature t s seen that studes examnng the

mpact of the faculty membersrsquo percepton of lear-

nng organzaton to organzatonal commtment

n hgher educaton level s very lttle and n lmted

number of studes the learnng organzaton-orga-

nzatonal commtment relatonshp s not dealtat the level of prvate and publc unverstes Ho-

wever the recognton of opportuntes about self




the organzaton through learnng can be eectve

n ntegraton of people wth organzaton s s-

tuaton s almost a necessty rather than a requ-

rement for hgher educaton nsttutons n whch

learnng and research are the most basc and cont-

nuous actvtes Obvously ndvduals can strugg-

le above and beyond the expectatons to renforcether organzatons whch support and strengthen

them s stuaton can provde the emergence

of the common gans for both employees and the

organzaton In ths context ths research ams to

compare the mpact of faculty membersrsquo percept-

ons of learnng organzaton to ther organzatonal

commtment n the context of prvate and publc

unverstes In ths research faculty membersrsquo per-

ceptons of unversty they worked s ndependent

varable ther organzatonal commtment s de-

pendent varable

Object983145ves of the Study

In ths research the mpact of faculty membersrsquo

learnng organzaton perceptons to ther orga-

nzatonal commtment has been studed In ths

context the followng questons have been tred to

answer

1 Do faculty membersrsquo perceptons of learnng or-

ganzaton and organzatonal commtment dersgnfcantly dependng on the type of unversty

where they were employed


ganzaton dmensons and levels of organzatonal

commtment der sgnfcantly dependng on the

type of unversty where they were employed

3 To what degree do faculty membersrsquo percept-

ons of the dmensons of the learnng organzaton

predct ther derent levels of organzatonal com-

mtment

Method

Model

s research s a quanttatve study In ths study

descrptve and relatonal scannng models s used

Descrptve model s used for determnng the le-

vels of the learnng organzaton and organzato-

nal commtment of the academc sta n both pr-

vate and state unverstes relatonal scannng mo-del s used for determnng the szes and the levels

of organzatonal commtment n order to examne

Study Group

s research was conducted as a comparson of

the two unverstes one of them s prvate (Zrve

Unversty) the other s publc (Harran Unversty)

because t ams to examne the mpact of learnng

organzaton perceptons of faculty members wor-

kng n prvate and publc unverstes to ther orga-

nzatonal commtment e research was carred

out wth 172 faculty members who work n un-

verstes mentoned above n 2010-2011 academc

year Voluntary partcpaton of faculty members s

taken nto account n the research us aer the

dstrbuton of 380 questonnares 268 queston-

nares returned 172 questonnares were sutable

for data analyss by the elmnaton of 96 quest-

onnares whch were determned to be defectve

Accordngly 64 of the questonnares were usedto analyze the data

Data Collect983145on Tools

Scale of Learn983145ng Organ983145zat983145on D983145mens983145ons In

order to determne the faculty membersrsquo learnng

organzaton perceptons Scale of Learnng Or-

ganzaton Dmensons whch was developed by

Watkns and Marsck (1997) and was translated

to Turksh by Basım Şeşen and Korkmazyuumlrek(2007) was used n ths research e scale con-

ssts of two parts Whle the frst part of the scale

contans seven basc dmensons of learnng orga-

nzaton propertes the second part contans two

assstant dmensons ncludng the key results To

respond to questons n ths research seven ba-

sc dmensons n the frst part of the scale were

used e tems n the nstrument were rated on

a fve-pont Lkert scale rangng from never (1)

to always (5) Accordngly Scale of Learnng Or-

ganzaton Dmensons conssts of a total of 43tems of whch contnuous learnng dmenson s

7 tems dalogue and research dmenson 6 team

learnng dmenson 6 shared systems dmenson

6 renforced employees 6 nter-systems connect-

on dmenson 6 supportve leadershp dmenson

6 In the past the relablty analyss of the scale was

computed by Basım and Şeşen (2007) ey nd-

cated that the relablty values of the scale rangend

from 84 to 92 In ths study the relablty values

of the scale were computed over agan and foundconsderably hgh Conducted analyss dsplayed

that the relablty scores of the scale were ranged




Scale of Organ983145zat983145onal Comm983145tment In order

to determne the faculty membersrsquo organzatonal

commtment levels Scale of Organzatonal Com-

mtment whch was developed by Balay (2000) was

used n ths research e tems n the nstrument

were rated on a fve-pont Lkert scale rangng

from strongly dsagree (1) to strongly agree (5)Organzatonal Commtment Scale conssts of 27

tems of whch accordance dmenson s 8 tems

dentfcaton dmenson 8 and nternalzaton d-

menson 11

Data Analys983145s

Data analyss was conducted n two stages by usng

Mann Whtney U test and multple regresson

technques In ths study unlke publc unverst-es n spte of all eorts the number of partcpants

from prvate unversty has remaned as 21 s

stuaton requred the mplementaton of Mann

Whtney U test for nonparametrc t-test n order

to fnd whether there are sgnfcant derences n

the blateral comparson to the type of unversty

between prvate and publc unverstes In the se-

cond stage the multple regresson technque were

used to determne to what degree faculty membersrsquo

perceptons of the dmensons of the learnng orga-nzaton predct ther derent szes of organzat-

onal commtment In the analyss α=05 level was

taken as bass

F983145nd983145ngs

General Percept983145ons of Learn983145ng Organ983145zat983145on

and Organ983145zat983145onal Comm983145tment to the Type of

Un983145vers983145ty

Mann Whtney U test was appled to determnewhether faculty membersrsquo perceptons of learnng

organzaton characterstcs and organzatonal

commtment der sgnfcantly to the type of un-

versty Accordngly faculty membersrsquo learnng or-

ganzaton characterstcs (U(53550)=000 plt05)

and organzatonal commtment (U(661)=000

plt05) perceptons vary sgnfcantly dependng on

the type of unversty whch they work Accordng

to ths learnng organzaton and organzatonal

commtment perceptons of faculty members wor-

kng n prvate unversty was sgnfcantly hgher

than those workng n publc unversty

F983145nd983145ngs of Learn983145ng Organ983145zat983145on D983145mens983145ons

and Organ983145zat983145onal Comm983145tment Levels to the

Type of Un983145vers983145ty

Mann Whtney U test was appled to determ-

ne whether faculty membersrsquo derent dmens-

ons of learnng organzaton and organzatonal

commtment levels vary sgnfcantly dependng

on the type of unversty Accordngly faculty

membersrsquo perceptons of learnng organzaton

dmensons der sgnfcantly to the type of un-

versty they worked Accordng to ths faculty


dmensons statstcally der sgnfcantly to the

type of unversty they worked n dmensons of

cont983145nuous learn983145ng (U(70050)=000 plt05) d983145a-

logue and research (U(77550)=000 plt05) team

learnng (U(75250)=000 plt05) shared systems (U(68350)=000 plt05) re983145nforced employees

(U(570)=000 plt05) 983145nter-systems connect983145on

(U(46450)=000 plt05) and support983145ve leaders-

h983145p (U(60650)=000 plt05) From the fndngs

above learnng organzaton perceptons of faculty

members workng n prvate unversty were found

sgnfcantly hgher than those workng n publc

unversty

On the other hand accordng to fndngs fa-

culty membersrsquo perceptons of organzatonalcommtment levels der sgnfcantly to the

type of unversty they work n dmensons of

compl983145ance (U(94950)=003 plt05) 983145dent983145f983145ca-

t983145on (U(574)=000 plt05) and 983145nternal983145zat983145on

(U(826)=000 plt05) Closer look at the fndngs

organzatonal commtment n dentfcaton and

nternalzaton levels of faculty members workng

n prvate unversty were hgher than those wor-

kng n publc unversty on the contrary n comp-

lance dmenson organzatonal commtment of

faculty members workng n publc unversty werefound hgher than those workng n prvate unver-

sty

Est983145mat983145on of Levels of Organ983145zat983145onal Comm983145t-

ment from D983145mens983145ons of Learn983145ng Organ983145zat983145-

on

In ths research fnally t was examned whether

dmensons of learnng organzaton predcted

the derent levels of organzatonal commtmentMultple regresson technque was used to estma-

te the relatonshp among derent dmensons




re983145nforced employees dmenson of learnng orga-

nzaton was the only predcator of organzatonal

commtment based on compl983145ance ( β(-353)=000

plt05) At close examnaton of the fndngs t s

understood that predctve power of the model s

weak Because t was seen that ndependent varab-

les explaned the varance n organzatonal com-mtment based on accordance (R=564 R 2 =319

plt05)

On the other hand t was seen that dmens-

ons of learnng organzaton both team lear-

n983145ng ( β(271)=000 plt01) and shared systems

( β(281)=000 plt05) dmensons created a sgnf-

cant mpact on 983145dent983145f983145cat983145on level of organzatonal

commtment Of these t was seen that partcularly

the dmenson of shared systems had a stronger

eect on the 983145dent983145f983145cat983145on However t was ob-served that the predctve power of the model was

relatvely moderate and these varables meet the

md-level of the varance on organzatonal com-

mtment based on 983145dent983145f983145cat983145on (R=733 R 2=537

plt05) Fnally t was observed that none of the

dmensons of learnng organzaton created a sg-

nfcant mpact on organzatonal commtment ba-

sed on 983145nternal983145zat983145on ( pgt05)

D983145scuss983145on

s research whch ams to compare the mpact

of faculty membersrsquo perceptons of learnng or-

ganzaton to ther organzatonal commtment

between prvate and publc unversty revealed

sgnfcant results Accordng to the frst result of

ths research faculty membersrsquo perceptons of le-

arnng organzaton characterstcs and organzat-

onal commtment der sgnfcantly to the type of

unversty they worked Accordng to ths result t

was found that learnng organzaton perceptonsof faculty members workng n prvate unversty

were hgher than those workng n publc unver-

sty s result can be explaned by the learnng

opportuntes whch prvate and publc unverstes

oer to ther employees To qualfy any unversty

lke other organzatons as a learnng organzat-

on frst of all must be realzed seven oblgatory

actons of learnng organzaton Cullen (1999)

explaned these seven oblgatory actons respect-

vely as to create contnuous learnng opportunt-es to develop research and dalogue to encourage

collaboraton and team work to establsh ganng

rate people around a common vson to make the

organzaton assocated wth ts envronment and

fnally to establsh a supportve leadershp both n-

dvdually and as a team and organzatonal level It

was observed that these seven oblgatory actons of

learnng organzatons were smlar to the dmens-

ons of learnng organzaton used n the researchWhen an evaluaton of ths nformaton s made

t can be sad that faculty members workng n pr-

vate unversty evaluate ther unversty n a better

poston than those workng n publc unversty

and ther hgh perceptons of learnng organzaton

s derved from ths

On the other hand t was seen that faculty mem-

bers workng n prvate unversty compared wth

colleagues workng n publc unversty generally

have shown more commtment to the unverstywhch they worked s result can be explaned

by unversty admnstratonsrsquo eorts to create a

sutable workng envronment for employees and

to develop commtment Frestone and Pennelrsquos

(1993) research fndngs support ths approach

Accordng to these authors a far and adequa-

te payment for employees career development

a seres of ncentve polces such as gudng and

supportng programs postvely aect employeesrsquo

commtment to ther organzatons

Accordng to another result of the research faculty

membersrsquo perceptons of learnng organzaton d-

mensons and levels of organzatonal commtment

der sgnfcantly to the type of unversty whe-

re they were employed Accordng to ths result

learnng organzaton perceptons of employees

workng n prvate unversty n all dmensons

were more postve than those workng n publc

unversty It was observed that n studes (Guumlnduumlz

amp Sezk 2005) whch perceptons of learnng orga-

nzaton between prvate and publc schools wereevaluated the result was usually n favor of prvate

schools

On the other hand n ths research perceptons of

organzatonal commtment based on complance

of faculty members workng n publc unversty

were found hgher than those workng n prvate

unversty whereas organzatonal commtments

of faculty members n prvate unversty were hg-

her than those workng n publc unversty s

result can be nterpreted as bureaucratc manage-ment features of the nsttuton have an eect on

organzatonal commtment by creatng oppress-




the nsttuton reduces the sense of organzatonal

commtment the feelng of ntense concts occurs

snce employeesrsquo needs n such an envronment are

not met adequately by the managers and employe-

es cannot partcpate to decson-makng process

so that t can be put forward that lower levels of

organzatonal commtment (commtment basedon a hgher complance) are derved from t It s

due to ths reason that there s a sgnfcant rela-

tonshp between low organzatonal commtment

and bureaucratc structure of the unversty that

creates the percepton of pressure and oblgaton

Because poor communcaton bureaucratc ndo-

lence and slowness can be estmated to negatvely

aect the organzatonal commtment on rules and

regulatons reducng the satsfacton Indeed due

to the strongly centralzed structure of publc un-

verstes faculty members oen have bureaucratc

dsadvantages they cannot partcpate to decsons

related to ther work and they cannot use ther n-

tatve the percepton of commtment based on

hgher-level complance (lower dentfcaton and

nternalzaton) s derved from t to a large extent

e results of research done on ths subject are

n support of the above comments Accordng to

the lterature commtment based on complance

s related to weak and superfcal organzatonal

commtment Indvdual at ths level of commt-ment comply wth the organzaton but ths comp-

lance s not done voluntarly and wholeheartedly

In other words ths complance s not based on

convergence (dentfcaton) between ndvdual

and organzaton and the purpose and value share

(nternalzaton) Unwllng complance refers to

the oblgaton e oblgaton requres moblzng

the authorty rules and organzatonal procedures

erefore forced complance s based on control

not trust In ths way the organzaton assures the

realzaton of organzatonal behavor wthout ta-kng nto consderaton the nterests and expecta-

tons of employees (Brockner Tyler amp Schneder

1992 Handy 1985 Kelman 1958 OrsquoRelly amp Chat-

man 1986)

Smlar results were observed n studes of compa-

rson of prvate and publc schools on ther orga-

nzatonal commtment In Balayrsquos (2000) research

whch was examned school commtment of ad-

mnstrators and teachers workng n prvate and

publc hgh schools t was found that admnstra-tor and teachers of prvate hgh school felt more

commtment n both dentfcaton and nterna

lzaton dmensons than those workng n publc

hgh schools whereas t was found that admnst-

rator and teachers workng n publc hgh schools

felt more commtment manly commtment level

based on complance

In addton n ths research t was examned to

what extent faculty membersrsquo perceptons of lear-

nng organzaton predcted ther derent levels of

organzatonal commtment At the result of the re-

search t was seen that only renforced employees

dmenson from learnng organzaton dmensons

predcted organzatonal commtment based on

complance s result can be explaned by the

qualty of ther organzatonal commtment wth

strengthenng of employees wthn organzaton

Because Brockner et al (1992) have put forward

that commtment based on complance s related tothe lowest partcpaton and support of employees

Accordng to them employees at the complance

level superfcally support ther organzatons Ac-

cordng to Handy (1985) the operaton of the rules

and procedures s usually related to commtment

at the level of complance Complance s based

on control not trust As such t does not gve the

rght to choose to employees As t s clear from ths

nformaton commtment based on complance

(superfcal commtment) decreases n the system

of strengthened employees and employees tend to volunteer actvtes and ntegrate more wth the

system As long as employeesrsquo are trusted on cont-

rol on the level of organzaton decreases emplo-

yees partcpate more n decsons and fnally ther

organzatonal commtment are based on an nnate

adopton above and beyond a formal framework

On the other hand t was observed that dmen-

sons of team learn983145ng and shared systems predc-

ted postvely organzatonal commtment based

on 983145dent983145f983145cat983145on especally dmenson of sharedsystems had a stronger eect on commtment based

on 983145dent983145f983145cat983145on e mpact of team learnng and

shared systems on employeesrsquo commtment s re-

markable Studes n ths subject clearly quoted that

havng team learnng and shared systems at organ-

zatonal level strongly aects employeesrsquo organza-

tonal commtment For nstance Ves (2010) put

forward n hs research that team learnng created

a collectve dscplne n organzaton and t le the

door open to dalogue and mproved the wll to sol-

ve problems wth hgh creatvty Accordng to Ve-

s team learnng develops a sense of togetherness




the organzaton by makng the best contrbuton

to the soluton even the most complex ssues Ac-

cordng to Ves the dea of shared system s related

to shared vson shared vsons actvate the dea of

creatng a common and shared future wth shared

mages ths also creates a sense of strong commt-

ment Teare and Dealtry (1998) also put forwardthat shared vsons actvate the wll of collectve

learnng and there s a close relatonshp wth sen-

se of organzatonal commtment and good fath

OrsquoRelly and Chatman (1986) put forward n ther

studes that commtment based on dentfcaton

s closely related to the desre to be close to others

n the organzaton ths stuaton creates a hgh

attractveness and satsfacton on ndvdual and

employees who assocate themselves wth other

members of the team act more responsbly

Fnally t was found that none of dmensons of

learnng organzaton has a sgnfcant mpact on

organzatonal commtment based on nternalza-

ton s result can be nterpreted that learnng

opportuntes provded to employees n the organ-

zaton are assocated wth especally whch level of

organzatonal commtment e research results

state that learnng opportuntes oered n the

organzaton consttute of commtment based on

dentfcaton by means of creatng a sense of com-

petence n employees and usng and developngsklls (Frestone amp Pennel 1993 Maero 1988

Matheu amp Zajac 1990 Rosenholtz 1989) but ths

commtment does not convert to nternalze f t s

not based on a normatve bass (Chatman 1991

Handy 1985 Wener 1982) Accordng to these

results t can be explaned that faculty members

are satsfed wth opportuntes of learnng and self

development but ths commtment of ther nst-

tutons s not at the level of nternalzaton whch

means ntegraton wth the organzatonrsquos goals and values

Impl983145cat983145ons for Adm983145n983145strators and Pract983145t983145o-

ners 983145n Inst983145tut983145ons of H983145gher Educat983145on

s research ndcated sgnfcant results for

practtoners n hgher educaton nsttutons (top

executves unversty admnstrators and faculty

members) In ths study faculty members who

work n prvate unverstes stated that ther un-

verstes have more learnng organzaton featuresaccordng to those faculty members who work for

t t t d l f lt b h

work n prvate unverstes have hgher level of

organzatonal commtment to the organzaton

they work s result reveals an mportant clue

related to the derence between the tradtonal

unversty structure and the learnng unversty

structure that undermnes the organzatonal ef-

fectveness Unverstes are tryng to acheve therobjectves by holdng the best employees n ther

bodes nowadays that carry the competton n hg-

her educaton onto the natonal and nternatonal

level Experence of prvate unverstes n hgher

educaton started to become ncreasngly prevalent

n Turkey n recent years s stuaton has created

a new compettve envronment among the un-

verstes partcularly between prvate and publc

unverstes Whle prvate unverstes are tryng

to pull the well-traned teachng sta from the state

unverstes by creatng attractve work envron-

ments for employees of publc unverstes publc

unverstes are not makng the same eort to keep

the traned teachng sta n the system Wth ths

result the managers and practtoners n hgher

educaton should be lead to mprove organzatonal

commtment factors related to the state unverst-

es to thnk on obstacles of organzatonal learnng

and to develop polces n ths drecton

It was also found n the study that perceptons

of prvate unversty employeesrsquo on organzato-nal commtment (except for commtment based

on complance) and learnng organzaton n all

dmensons are found to be more postve than

publc unversty employeesrsquo s result shows that

perceptons of learnng organzaton of prvate un-

versty employees are closely related wth the den-

tfcaton and nternalzaton based organzatonal

commtment wth except complance based com-

mtment In ths respect f a comparson s made

between prvate and publc unverstes employeesof prvate unverstes who have hgher perceptons

of learnng organzaton have hgher level of com-

mtment percepton than employees n the state

unversty who have a lower percepton of learnng

organzaton Competton between unverstes

contnues on wth the employees who are thnkng

free learnng contnuously and becomng skllful

e unversty system whch nvolves employees n

the system physcally s unable to place n jeopardy

the future on the other hand does not suggest app-

lcatons for employeesrsquo socal and psychologcaldevelopment Managers and practtoners n hgher

educaton should ntate the management proces




ses that moblze the employee learnng research

and achevement motves For ths purpose the

members workng n publc unverstes should be

motvated wth dentfcaton and nternalzaton

wth the motves mean hgher partcpaton rather

than complance means the system of partal par-

tcpaton It s clear that one of the most eectvetools durng the process of motvaton s culture of

learnng organzaton and the need to mprove t

On the other hand ths study showed one of the

dmensons of the learnng organzaton especally

renforced employees dmenson have an nverse

correlaton wth complance based commtment

Accordng to ths result wth the applcatons

made to empower the employees complance ba-

sed commtment n other words external com-

mtment reduces and employees provde hgherlevel of partcpaton to organzatonal system

Empowerment of employees s possble wth pr-

zng the employees makng the employees feel the

prze enfranchsng and protectng ther nterests

and needs Empowerng the employees need to

lnk employeesrsquo emotonal energy wth care n the

work envronment Admnstrators should convert

the unversty envronment more exble more

learnng-orented and more collaboratve envron-

ments to strengthen teachng sta s stuaton

needs the presence of employees who combneemotonal ntellectual and physcal energy and

show hgh-level of commtment organzatonal

success

Fnally ths research hghlghts the postve eect

of team-orented learnng and shared systems d-

menson of learnng organzaton on organzato-

nal commtment It s remarkable that especally

dmenson of shared systems among these dmen-

sons have more powerful eect on commtment

at the level of dentfcaton Identfcaton means voluntary assocaton wth organzaton as t was

stated before From ths perspectve dentfcaton

s based on beng n sharng wth others and nteg-

raton wth the system Showng postve correla-

ton of both teams-orented learnng and shared

systems dmenson sgnfcant wth dentfcaton

s meanngful Because team-orented learnng

creates a collectve learnng culture throughout

the organzaton then collectve learnng culture

feeds the shared vsons through dalogue Adm-

nstrators who want to keep the employees n the

system wth a commtment at least at the level of

learnng and shared systems n hgher educaton

Because the eectve system-level problem solvng

requres hgh level of dentfcaton wth the orga-

nzaton and dentfcaton requres team-orented

learnng and sharng what s learned

L983145m983145tat983145ons and Proposals for Researchers

Despte the study whch ams to descrbe by com-

parng the faculty memebersrsquo perceptons of orga-

nzatons and organzatonal commtment on one

of the two unverstes ncludng prvate and publc

hghlghts mportant results t should be evaluated

wth some lmtatons Frst of all despte the re-

search carred out usng vald and relable scales

the workng group was lmted wth two unvers-

tes (one publc one prvate) and smlar facultesn these unverstes (Faculty of Educaton Faculty

of Economcs and Admnstratve Scences and Fa-

culty of Engneerng) It s remarkable that the par-

tcpaton n prvate unversty was less than expec-

ted n the study despte the eorts s stuaton

requres beng cautous about the generalzablty

of the results s research amed to analyze the

possble relatonshp between of learnng organ-

zaton and organzatonal commtment of faculty

members e study could be rehandled by ma-

kng comparson between more prvate and stateunverstes e research addtonally could be

developed around other concepts (organzatonal

creatvty dversty management leadershp etc)

related wth learnng organzaton and organzat-

onal commtment

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Turan S Karadağ E ve Bektaş F (2011) Uumlnverste yapısı

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nın oumlrguumlte bağlılıklarını ve şten ayrılma nyetlern etkleyen

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Fakuumlltes983145 Derg983145s983145 19 (1) 91ndash99

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Varoğlu D (1993) Kamu sektoumlruuml ccedilalışanlarının 983145şler983145ne ve

kuruluşlarına karşı tutumları bağlılıkları ve değerler983145 Yayım-

lanmamış doktora tez Ankara Uumlnverstes Sosyal Blmler

Ensttuumlsuuml Ankara

Ves H (2010) Organzatonal learnng n the hgher educa-

ton nsttutons A case study of agrcultural and natural re-

courses campus of Unversty of Tehran Internat983145onal Onl983145ne Journal of Educat983145onal Sc983145ences 2 (1) 21-36

Vroom P V (1992) Role conct commtment and copng

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2433-2434-A

Wallace J E (1995) Organzatonal and professonal Commt-

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Watkns K amp Marsck V (1997) D983145mens983145ons of the learn983145ng

organ983145zat983145on quest983145onna983145re [survey] Warwck RI Partners for

the Learnng Organzaton

Weber J (1997) Leadng the nstructonal program In S C

Smth amp P K Pıele (Eds) School leadersh983145p handbook for excel-

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Wener Y (1982) Commtment n organzatons A normatve

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Yener L (1997) Learn983145ng organ983145zat983145ons Yayımlanmamış yuumlk-

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Yıldırım F (2002) Ccedilalışma yaşamında oumlrguumlte bağlılık ve oumlrguumlt-

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Online 8 (2) 476-484



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Online 8 (2) 476-484






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