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Getting all such individuals and groups committed to a vigorous pursuit of the quality standards aspired for is a herculean task for leaders of higher educational institutions. What effective measures can leaders of such institutions put in place to ensur

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CORPORATE CULTURE, ORGANISATIONAL COMMITMENT, AND QUALITY ASSURACNE IN HIGHER EDUCATION Today, more than ever before, higher education is recognized as a means by which the human resources of nations are developed for cultural, economic, political and social development. For example, higher education produces the scientists who do basic research and generate new things. Higher education produces the scientists who do applied research and come out with new products and techniques. Higher education produces the scientists who adopt and adapt appropriate technologies from elsewhere. Higher education also produces the diplomats, the envoys and the ministers who represent nations at international fora. Business at such fora, definitely, are governed by certain laws, rules, regulations, conventions and etiquettes which are all acquired through higher education. Above all higher education produces the teachers and educational managers who contribute to quality human resource development at all levels of education. Apparently, it was in recognition of these realities that Ibukun (1997) pointed out that the relevance of higher education today is that it provides the right numbers of human resources that are so crucial in the development of nations. It is also in recognition of the role of higher education in national development that nations today spend large chunks of their budgets on that sector. Indeed Ajayi and Ekundayo (2007) ...read more.


Given the crucial importance of organizational commitment, the onus lies on the leadership of higher educational institutions to secure the commitment of all consequential actors to the goals and aspirations of the institution. Such actors include senior administrators, lecturers, heads of department, deans, directors, and students. The leadership must be able to influence all or most consequential actors to be committed to the institution's efforts to attain global standards. CORPORATE CULTURE Once again the question is how can commitment of such actors be nurtured and sustained? This is possible when there is a corporate culture, or generally accepted ways of doing things. Corporate culture is thus a set of values, beliefs and behaviour patterns that form the core identity of organizations, and which help in shaping the behaviour of members. Deal and Kennedy (1982) put it simply as a set of values that underlie how we do our things around here. One type of corporate culture that has gained popularity in the human resource management literature is consensual corporate culture. Because of its nature I prefer to call it cooperative corporate culture. In that type of culture loyalty to the organization, personal commitment to the values and goals of the organization, teamwork and socialization are important (Deshpande & Farley, 1999). They are what Achebe calls the palm oil with which they eat their lives in the organization. ...read more.


There should be no room for anyone to brood the idea that some actors are working while others are goofing. Nor should others see themselves as doing almost all the work. All must be perceived to be involved. Finally, shared leadership is the condition in which all or most actors perceive themselves to be leaders at their levels of operation. They must feel that each actor has a role as a leader in the local constituencies they operate. Each incumbent of a position must have initiative to offer the leadership that will contribute to the achievement of the goals set by the institution. Therefore, even though leadership is reposed in the Vice-Chancellor or President, in actual practice, leadership must be perceived to be diffuse and contextual (Opare, 2007). I present my theory in the model below: Fig. 1: Model explaining how the internal dynamics of a higher education institution can contribute to commitment and achievement of quality initiatives. The model simply says that: * The items listed on the left represent features of consensual corporate culture. When consequential actors in the HEI perceive that these conditions are prevailing in their institution, they tend to feel a sense of belonging; that sense of belonging will boost their job satisfaction, and the enhanced job satisfaction will make them committed to the ideals of the institution. In the final analysis commitment will make the actors adhere to the quality procedures put in place in the institution. ...read more.

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