Social and organisational identification and student commitment : the mediating roles of trust and shared values

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dc.contributor.advisorTheron, Edwinen_ZA
dc.contributor.authorCupido, Amberen_ZA
dc.contributor.otherStellenbosch University. Faculty of Economic and Management Sciences. Dept of Business Management.en_ZA
dc.date.accessioned2023-01-31T10:41:01Z
dc.date.accessioned2023-05-18T06:57:46Z
dc.date.available2023-01-31T10:41:01Z
dc.date.available2023-05-18T06:57:46Z
dc.date.issued2023-03
dc.descriptionThesis (MCom)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH SUMMARY: Higher Education Institutions (HEIs) in South Africa face numerous social and economic challenges. Some of these challenges are a decline in national state funding, a reduction in transformational mobility policies (Cassim, 2005), a lack of suitable resource and infrastructural educational facilities (Walker, 2018), the privatisation and marketisation of the Higher Education Institutional (HEI) environment (Altbach, 2007) and technological development in HEIs (Jongbloed, 2015). To add to the complexity of these challenges, there appears to be a general lack in commitment on the side of some students at HEIs (Chen, 2017). It is therefore not unexpected to find that only 4.1 percent of South Africans above the age of 20 years have attained a Bachelor’s degree (Statistics South Africa, 2016). However, managing student commitment amongst HEIs in South Africa is a relatively under-researched topic that warrants further research (Wilkins, Butt, Kratochvil & Balakrishnan, 2016). Although there is a significant body of knowledge in terms of the antecedents of student commitment (Yousaf, Mishra & Bashir, 2018; Chen, 2017; Love, 2013 Morgan & Hunt, 1994), the role of identification in creating student commitment appears to be under-researc hed (Yousaf et al. 2018; Thomas, 2015, Van Knippenberg & Sleebos, 2006). This apparent gap comes against the background that learning should be both social and individual, as research suggests that employing a social identity perspective in the classroom allows educators to understand how a student’s social identity influences his/her university learning (Bliuc, Ellis, Goodyear, Hendres, 2011). Furthermore, the possible mediating roles of and shared values (Yousaf et al. 2018; Wilkins et al. 2016; Thomas, 2015) and trust (Chen, 2017: Boateng & Narteh, 2016) in the identification-student commitment relationship need clarification. A theoretical model was developed, based on marketing theories of identification, student commitment, shared values and trust to address the primary objective of the study. Boland College and Stellenbosch University were identified in order to provide a comprehensive view of the HE landscape in South Africa. Furthermore, a quantitative research design (more specifically a self-administered electronic survey) was employed on the SUNSurveys platform to assess the identification-commitment relationship of South African students. A data analysis was conducted by way of the Partial Least Squares Structural Equation Modelling (PLS-SEM) on the SmartPLS software programme and a multi-group analysis based on the realised sample of 510 Boland College students and 1494 Stellenbosch University students. Statistically significant positive relationships related to social identification were confirmed for the social identification-shared values, social identification-goal commitment, social identification-extra mural commitment and social identification-trust relationships for Boland College and Stellenbosch University. With regard to organisational identification, the organisational identification-shared values, organisational identification-institutional commitment and organisational identification-trust relationships are statistically significantly positive relationships for both Boland College and Stellenbosch University. However, only the organisational identification-goal commitment and organisational identification-extra mural commitment relationships are significant for Stellenbosch University. Additionally, trust was found to be a stronger mediator of the identification-commitment relationship than shared values for College and University students. As far as could be ascertained, the study is the first of its kind to investigate the identification-student commitment relationship, given the contextual background of South African higher education.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hoer Onderwys Instellings (HOIs) in Suid Afrika word gekonfronteer met ʼn verskeidenheid van sosiale en ekonomiese uitdagings. Enkele van hierdie uitdagings is ʼn afname in nasionale regeringsfinansiering, dalende transformasie mobilitieitsbeleide (Cassim, 2005), ‘n tekort aan geskikte infrastrukturele onderwysfasiliteite (Walker, 2018), die privatisering en bemarking van HOIs (Altbach, 2007) en tegnologiese ontwikkeling (Jongbloed, 2015). Om verder by te dra tot die kompleksiteit van hierdie uitdagings, is die algemene gebrek aan toewyding deur sekere studente teenoor HOIs (Chen, 2017). Dit is gevolglik nie onverwags dat slegs ongeveer 4.1 persent van alle Suid-Afrikaners bo die ouderdom van 20 jaar oor ’n Baccalaureus graad beskik (Statistics, South Africa, 2016). Die bestuur van studente-verbintenis teenoor Suid-Afrikaanse HOIs is egter ʼn onderwerp wat relatief min nagevors is, wat die behoefte aan verdere navorsing rakende die onderwerp noodsaak (Wilkins, Butt, Kratochvil & Balakrishnan, 2016). Alhoewel ʼn beduidende mate van kennis bestaan in terme van die aanduiders van studente verbintenis (Yousaf, Mishra & Bashir, 2018; Chen, 2017; Love, 2013 Morgan & Hunt, 1994), wil dit voorkom asof die rol van identifikasie in die ontwikkeling van studente-verbintenis relatief min nagevors is (Yousaf et al. 2018; Thomas, 2015, Van Knippenberg & Sleebos, 2006). Hierdie gaping kom teen die agtergrond dat individuele leer op beide sosiale en individuele vlak plaasvind. Deur middel van navorsing is bevind dat wanneer ’n student ‘n sosiale identifikasieperspektief in die klaskamer toon, dit die geleentheid aan opvoeders bied om die student se sosiale identiteit te verstaan asook hoe dit hul universiteitsleer beinvloed (Bliuc, Ellis, Goodyear, Hendres, 2011). Voorts bestaan relatief min navorsing wat die moontlike rol van gedeelde waardes (Yousaf et al. 2018; Wilkins et al. 2016; Thomas, 2015) en vertroue (Chen, 2017: Boateng & Nareth, 2016) as mediators in die identifisering van ’n student se verhoudingsverbintenis verklaar. Ten einde die primere doelwit van hierdie studie te bereik, is ʼn teoretiese model (gebaseer op die bemarkingsteorie) ontwikkel met die spesifieke fokus op studente-verbintenis, gemeenskaplike waardes, vertroue en identifikasie kern veranderlikes. Ten einde ʼn omvattende perspektief van die HOI-landskap in Suid-Afrika te bied, het hierdie studie onderskeidelik op Boland Kollege en Stellenbosch Universiteit gefokus. Die studie het gebruikgemaak van kwantitatiewe navorsingsmetodes (en meer spesifiek self-geadministreerde elektroniese opnames) wat op die SUNSurveys-platform geplaas is ten einde die identifikasie-verbintenis-verhouding van Suid-Afrikaanse studente te bepaal. Data-ontleding is gedoen deur die toepassing van Partial Least Squares Structural Equation Modeling (PSL-SEM) deur gebruikmaking van die SmartPLS-sagtewareprogram; multigroep ontledings is ook in die proses gebruik. Data is verkry vanaf ʼn verteenwoordigende steekproef, en 510 Boland Kollege-studente en 1 494 Stellenbosch Universiteit-studente het onderskeidelik aan die opname deelgeneem. Ingevolge die empiriese bevindinge van die studie, bestaan besondere sterk, positiewe verhoudinge vir die sosiale identifikasie-gedeelde waardes, sosiale identifikasie-doelwit verbintenis, sosiale identifikasie-ekstra-buitemuurse verbintenis en sosiale identifikasie-vertroue-verhoudings vir Boland Kollege en Stellenbosch Universiteit. Met betrekking tot organisatoriese identifikasie, is bevind dat die organisasie identifikasie-gedeelde waardes, organisasie identifikasie-instelling verbintenis en organisasie identifikasie-vertroue verhoudings is statisties meer positief vir beide Boland Kollege en Stellenbosch Universiteit. Twee verhoudinge, naamlik die organisasie identifikasie-doelwit verbintenis en organisasie identifikasie-buitemuurse verbintenis is slegs in die geval van die Stellenbosch Universiteit steekproef statisties beduidend bevind. Daar is ook bevind dat vertroue ‘n sterker mediator vir die identifikasie-verbintenis-verhouding was as gedeelde waardes vir die kollege- en universiteitstudente. In soverre dit die navorser se kennis strek, is hierdie die eerste studie in sy soort wat die identifikasie-student verbintenis verhouding ondersoek teen die agtergrond van Suid-Afrika se hoer/tersiere onderwysstelsel.af_ZA
dc.description.versionMasters
dc.format.extentxx, 208 pages : illustrations (some color), includes annexures
dc.identifier.urihttp://hdl.handle.net/10019.1/126962
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subject.lcshStudent commitment -- Education (Higher)en_ZA
dc.subject.lcshSocial identity -- Students -- Education (Higher)en_ZA
dc.subject.lcshOrganisation -- Identification -- Education (Higher)en_ZA
dc.subject.nameUCTD
dc.titleSocial and organisational identification and student commitment : the mediating roles of trust and shared valuesen_ZA
dc.typeThesisen_ZA
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