Page 1 Institutional Climate: Relevance For Teaching At Macquarie University Dr Peter Langford Voice Project Department of Psychology Macquarie University Sydney, Australia Teaching Quality Indicators Steering Group Wednesday 7 November 2007

Page 2 Agenda >Introduction >Defining “climate” >Modeling climate >Teaching at Macquarie >Indicators >Gap analysis >Conclusions

Page 3 Who Is Peter Langford? >Senior Lecturer in the Department of Psychology. >Chair undergraduate courses through the Dept of Business in human resource management and organisational behaviour, and postgraduate courses in organisational psychology. >Director of Voice Project: >A research and consulting company, with 11 staff, based on campus in the Research Park that specialises in organisational surveys and the diagnosis of culture, leadership and passion at work. >Licence arrangement through Access Macquarie Ltd. >We’ve conducted over 200 survey projects across 100 clients, and have “given a voice” to over 250,000 people. >Largest completed project is 30,000 staff in the Tasmanian State Service. >We ran the Macquarie University “Your Say” Staff Survey in early >We have 17 university clients.

Page 4 Our University Clients >Charles Sturt University (2003 & 2006) >Flinders University, IRU (2006) >Griffith University, IRU (2004) >Macquarie University, IRU (2006) >Monash University, Go8 (2007) >Royal Melbourne Institute of Technology, ATN (2007) >Swinburne University (2006) >University of Adelaide, Go8 (2004 & 2006) >University of Ballarat, NGU (2007) >University of Canberra, NGU (2005 & 2007) >University of New England (2007) >University of Newcastle, IRU (2003 & 2007) >University of Southern Queensland, NGU (2006) >University of Sydney, Go8 (pilot 2006) >University of Technology Sydney, ATN (2007) >University of Wollongong (2007) >Victoria University, NGU (2004 & 2006)

Page 5 Defining “Climate”

Page 6 Defining “Climate” >There is considerable confusion and variation in the use of terms such as “climate”, “culture”, “practices”, “systems”, “values”. >A slowly emerging tendency is to define “culture" as an overarching concept encompassing values and climate (van den Berg & Wilderom, 2004). >“Climate” = Employees’ evaluation of their work environment including structures, processes and events (Denison, 1996; Schneider & Snyder, 1975)

Progress - Organisation Objectives - Change & Innovation - Customer Satisfaction Passion (Engagement) - Organisation Commitment - Job Satisfaction - Intention To Stay Peace - Wellness -Work/Life Balance - Flexibility Based on Langford, P. H., Parkes, L. P., & Metcalf, L. (2006). Developing a structural equation model of organisational performance and employee engagement. Proceedings of the joint conference of the Australian Psychological Society and the New Zealand Psychological Society, Auckland, New Zealand. Modeling Climate OUTCOMES People - Motivation & Initiative - Talent - Teamwork Property - Resources - Processes - Technology - Safety - Facilities Purpose - Organisation Direction - Results Focus - Mission & Values - Ethics - Role Clarity - Diversity Participation - Leadership - Recruitment - Cross-Unit Cooperation - Learning & Development - Involvement - Reward & Recognition - Performance Appraisal - Supervision - Career Opportunities DRIVERS

Teaching At Macquarie * Benchmarks have been updated since the original report for Macquarie University. The benchmarks presented here are the average scores across 10 universities. *

HigherLower Higher Promote Maintain Prioritise Limit Ideally, management practices should rest in the oval where there is a good match between performance and importance “Gap Analysis” For Teaching

Page 10 Conclusions >Teaching at Macquarie is scoring higher than available university benchmarks. >Top 5 “drivers” of teaching at Macquarie are, in descending order: >Research quality >Community engagement >Talent of staff >Entrepreneurship >Learning & development of staff >And rounding out the top 10: performance appraisal of staff, rewards & recognition, teamwork, recruitment & selection, career opportunities. >The 5 weakest “drivers” of teaching at Macquarie, in descending order, are: >Facilities, work/life balance, workload, organisational direction, technology.