Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
The Relationship between Organisational Communication and Organisational Climate in Universities
Recent changes such as mass education, globalisation, commercialisation, managerialism, and internationalisation in the higher education area have resulted in universities becoming entrepreneurial organisations. In modern universities, the major human resource is the academic staff who contributes to the entrepreneurial structures of their institutions through different activities such as teaching, research, and service. Therefore, the academic staff is expected to fulfill many duties and responsibilities such as generating innovative teaching methods, bringing external grants and funds, joining international scholarly networks, leading collaborations with industrial and governmental institutions, contributing to social well-being by using their expertise, etc. (Welch, 2005). For the actualisation of these duties and responsibilities with direct impact on the success of the universities, the most critical determinant is the work environment of the academic staff within their universities (Bentley, Coates, Dobson, Goedegebuure & Meek, 2013).
The primary factor influencing academics’ opinions related to the efficacy of their working environment is their general perceptions about their organisation which is called ‘organisational climate’ (Özdede, 2010). The organisational climate in universities is composed of factors related to autonomy, cohesion, trust, pressure, support, recognition, fairness, innovation, and collegiality (McMurray & Scott, 2013; Schulz, 2013). The academics’ perceptions of these variables are influenced by the quality of organisational communication in terms of the opportunities to share ideas, emotions, requests, and desires among the academic staff by means of open and sincere communication through multiway channels (Arabacı, 2011). Therefore, an effective communication system in universities can motivate academics...
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