| Summary: | Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007. === Globally, institutions of higher learning are characterised by continuous
change, which has significant ramifications for the success and functioning of
any institution of higher learning.
In this context, the aim of this study was to examine the relationship between
the perceptions of academics regarding the work environment in a
transforming South African institution of higher learning and their job
involvement and organisational commitment.
The data were gathered by means of the Academic Work Environment Survey
(AWES) measuring instrument. This measuring instrument obtained
extraordinarily high reliability coefficients in the study.
The results of the study indicate that academics in general have a positive
perception of their job involvement and organisational commitment. These
positive perceptions of job involvement and organisational commitment can
largely be attributed to academics’ positive experience of a number of aspects
of the academic work environment, namely low levels of role ambiguity and
role conflict and high levels of autonomy, task identity, work challenge,
feedback and supervisory consideration. However, attention should be paid to
certain aspects such as role ambiguity, role conflict, feedback, work challenge
and supervisory consideration where differences among academics’
perceptions occur as a result of personal and professional characteristics,
which might pose a threat to these positive experiences in future.
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