Empirical Evidence of Organizational Citizenship Behavior from the Health Care Industry

Abstract

This study examined individual and work group correlates of organizational citizenship behavior (OCB) among a group of 340 technically skilled, professional, and managerial hospital employees (261 women and 79 men). Individual as well as group characteristics influenced organizational citizenship behaviors (OCBs). Implications for leaders and leadership are discussed. Proposals for future research are made.     

What Factors Influence the Intentions of Individuals to Engage in Tax Evasion? Evidence from Ghana

ABSTRACT

This study examines the views of students on the ethics of tax evasion, their intentions to evade tax, and investigates the factors that predict such intentions. Relying on the extended version of the Theory of Planned Behaviour, the study investigated whether attitudes, subjective norms, perceived behavioural control, and moral obligation may be good predictors of the intention to evade tax. Data were gathered from 662 students of University of Ghana Business School using questionnaires. The hypotheses were tested using the structural equation modelling technique. Results indicate that the intention to evade tax among the students is low and most respondents generally perceive tax evasion as an unethical practice. The results also demonstrate that attitude, subjective norms and moral obligations have important implications on the intention to evade tax. The evidence we provide should be useful to governments and tax agencies interested in promoting responsible tax compliance behaviour among individual taxpayers.     

Performance and Equality in Public Sector Wages

Abstract

The present paper describes how democratic values—reflected by work equality values—paired with the organizational performance characteristics—defined by the height of organizational inputs and outputs—affect gender differences in wages. It is suggested here that despite the democratic conception of the public sector's equal employment opportunities, variations in the organizational performance of 83 local authorities account for gender differences in wages. The study assumes that organizational inputs (type and level of resources) and outputs (type and level of provided services) generate gender differences in individual earnings, when controlling for human capital factors. The results show that variations in organizational performance affect women's but not men's wages. However, the effect of individual level (demographic, human capital and employment) characteristics, reflecting the meritocracy‐based and democratic nature of public sector employment rather than the level of organizational performance explains most of the variance in gender differences in wages. These results point to the slow shift from the principle of administrative values of democracy and equality to the adoption of performance‐related mechanisms in the determination of public sector wages.     

People,personal projects and the challenging of social structures: a contribution to the reflection on the challenges of teaching development studies

Abstract

This article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution. Harcourt concludes that the lack of engagement of some of the students in the course reflects the unwillingness of privileged middle-class pupils to challenge western lifestyles. I draw on a critical realist meta-theory about the process of learning in higher education to challenge the ontological support of that conclusion and invite her to reconsider her teaching strategy.     

Reconciling public administration and democracy: the role of the responsible administrator

This article considers whether the individual responsibilities of bureaucratic officials provide a useful means for reconciling the tension between democracy and bureaucracy. Three questions central to the proper definition of bureaucratic responsibility are examined: (1) What is the relation of bureaucratic responsibility to the view that proper bureaucratic conduct is essentially a matter of ethics and morality? (2) If the appeal to moral values does not ordinarily offer an acceptable guide to proper bureaucratic conduct, upon what principles does a theory of bureaucratic responsibility rest? (3) What issues arise in putting responsibility into practice within a complex organizational setting? The article concludes that a democratic, process-based conception offers the most useful way of thinking about the responsibilities of bureaucratic officials.

The tension between democracy and bureaucracy has bedeviled public administration. However one defines democracy, its core demand for responsiveness (to higher political authorities, the public, client groups, or whatever the presumed agent of democratic rule) does not neatly square with notions of effective organization of the policy process and efficient delivery of goods and services, which are central to the definition of bureaucracy. Responsiveness need not guarantee efficiency, while bureaucratic effectiveness and efficiency often belie democratic control.

This tension between democracy and bureaucracy persists, but that it is the individual administrator who directly experiences the tension is especially important as a guide toward a resolution of this conflict. Since divergence is central to this tension between democracy and bureaucracy, speculation about the responsibilities of bureaucratic officials—their individual places within the bureaucracy, particularly the administrator's thoughts, choices, and actions—provides fruitful terrain for resolving the question of bureaucracy's place within a democratic system of rule.

Three questions need to be addressed if one accepts the premise that individual responsibility is central to locating the place of bureaucracy in a democratic order. First, what is unique about bureaucratic responsibility, especially in contrast to the view that these are largely ethical problems that can be resolved by appeal to moral values? Second, if dilemmas of bureaucratic conduct are by and large not resolvable through appeal to moral values, upon what other principles does a theory of bureaucratic responsibility rest? Third, what issues arise in putting responsibility into practice, especially within a complex organizational setting? This list of questions is not meant to be exhaustive but only a starting point for discussion.     

Russian Public Sector Employees’ Reasoning of Ethical Behavior: An Empirical Study

ABSTRACT

The purpose of this study is to examine the ethical reasoning of Russian public sector employees based on age, gender, management experience, specialization by the area of activity, and tenure with the current employer. Using t-test and one-way ANOVA statistical analyses, this study analyzed the ethical reasoning of 199 Russian public sector employees. Significant differences in ethical reasoning were observed among public sector employees based on age and specialization by the area of activity, but no significant differences in ethical reasoning were found among respondents based on gender, management experience and tenure with current employer.     

Decisionism and action: changing perspectives in organization theory

The neglect of moral discourse in mainstream organization theory during the past four decades may be attributed to the dominance of the “decision,” popularized by Herbert Simon, as the field's primary unit of analysis. Underwritten by an epistemology derived from the logical positivists’ analytical distinction between value and fact, the idea of decision has come to be uncritically accepted as a morally neutral and empirically self-evident beginning point for organizational analysis. The ethnomethodological writings of Harold Garfinkel, coupled with insights from contemporary philosophy of language, radically challenge the value-fact distinction, pointing to an epistemology of everyday life in which value and fact are initially fused. The inherent fusion of value and fact provides the basis for an alternative epistemology for organization theory—termed the “action” or “process” perspective—which fundamentally alters the empirical understanding of organizational life and, consistent with the writings of Mary Parker Follett, enables the recovery of organization theory's moral center.

Commenting on the effects of technology on modern consciousness, Manfred Stanley has noted that:

Of all the upheavals of history and culture, it is difficult to imagine any of greater scope than the decline and fall not of some one vision of the good, but of the good itself. The rise of the notion that there is no such phenomenon as the good in the objective nature of things must be the most ironic anticlimax possible to centuries of bitter conflict between those who felt themselves empowered to define it.⁽¹⁾

For Stanley, the problem is not technology as such, but “technicism”: the implicit, even unconscious, belief that the humanly possible is synonymous with the technologically available. In technicist consciousness, technology is no longer a means for attaining the good, because “means” presupposes a prior moral or practical end in whose service that means is applied. Should any conception of the good be embraced at all, he argues, it ironically can merely be an artifact of what has been made available by technology.

Technicism has become the predominant attribute of modern consciousness, producing what William Barrett, speaking in a slightly different context, calls “the illusion of technique.”⁽²⁾

In the collective infatuation with technology, Barrett argues,

... we have come to regard it [technology] as the source for the discovery of human meaning. The tragic consequence of this is the inevitable alienation of man from himself and his estrangement from others. The irony of technicism to which Stanley alluded earlier may be summarized as a reversal of a familiar aphorism—invention has now become the mother of necessity—albeit one devoid of moral content.

Stanley sees the rise of technicism as concomitant with the emergence of liberal society, whose institutions have achieved coherence and legitimacy explainable in terms of three themes that have dominated Western thought since the seventeenth century. The first is the general desanctification or secularization of the political economy exemplified ... in the transformation of human skills and the earth itself into objective commodity resources for commercial production.⁽³⁾ The second theme is the ascendancy of the market principle as the chief basis of socioeconomic organization, wherein interests are privately held by individuals rather than shared by communities or other larger collectivities. Finally, there is the theme of pluralistic representation in political decision making, where the expression of individual (and group) interest is tolerated in the hope of achieving a balance among them.

Taken together these themes have produced a pervasive sense of nihilism in Western society insofar as they seem to exclude the possibility “of grounding collective standards of value priorities in anything more transcendent than the simplest shared utilities like power, wealth, and the security of one's immediate personal circumstances.”⁽⁴⁾

The consequence of the three themes of liberal society, profoundly abetted by technicist consciousness, is nothing less than the loss “of a sense of common human community in the West”⁽⁵⁾and also of the moral possibility of a common, transcendent good.     

Rationality,Culture, and Structure in the Making of Suicide Bombers: A Preliminary Theoretical Synthesis and Illustrative Case Study

Suicidal violence involves three levels of analysis: individual motivations, organizational strategies, and societal conflicts. Using rationalist, culturalist, and structuralist approaches to contentious politics, this article explores the intersection of rationality, norms, and conflict in the making of extreme violence. The case of Palestinian suicide bombers demonstrates the interdependence of the three approaches to explaining suicidal violence. For individuals, self-sacrifice is conceived as an act of personal redemption rooted in religious morality and national salvation. For organizations, human bombs provide strategic advantages in the context of asymmetrical warfare. For collectivities, martyrs are venerated when three conditions converge: (1) cultural norms encompass symbolic narratives that honor martyrdom; (2) legitimate authorities acquiesce to extreme violence; and (3) conflicts generate feelings of victimization and threat by external enemies.     

The Influence of Leader Behaviors on Organizational Commitment: A Study in the Australian Public Sector

Abstract

Over the past decade the area of organizational commitment has received considerable attention from both researchers and managers. Of particular interest are the links between this and other constructs such as trust, task performance, and turnover. Despite the widespread acknowledgment of the importance and value of organizational commitment, there has been limited research that has specifically addressed the relationship between leader behavior and employee commitment, particularly in the public sector. The present study examines the nature of the relationships between organizational commitment and two dimensions of leader behavior—supportive behaviors and extinction behaviors—in an Australian Federal Government organization. It was found that, while controlling for demographic variables, both extinction and supportive leader behaviors affect organizational commitment. Furthermore, a significant interaction of these two variables was found. This indicates that an increase in supportive leader behaviors together with a decrease in extinction leader behaviors will likely lead to a more than proportionate increase in levels of organizational commitment. Implications for managers and further research directions are discussed.     

A Critical Political Cosmopolitanism for Conflict De-escalation: The Crimean Example

Abstract

The conflict-prone peninsula of Crimea is again—since its annexation—the theatre of new conflict scenarios. When it comes to understanding the de-escalation and increasing potential of complex hybrid conflicts, theories in international relations are too often trapped in their state-centred perspective. Meanwhile, the role of the individual actor, alone or organised, often remains underestimated as political and moral agent. In this essay, I shed light on a critical yet politically practicable individual-centring notion of cosmopolitanism, which is framed by a set of universal principles and provides alternative insights to conflict de-escalation scenarios in Crimea beyond limiting state-centric paradigms.     

“I Teach Them Correct Principles and They Govern Themselves”: The Leadership Genius of the Mormon Prophet Abstract

Abstract

In an age characterized by “strong-man” or “leader-centered” leadership styles, Joseph Smith, the Mormon Prophet, set himself apart by leadership behaviors that centered in the conviction that the world of human interaction is governed by interpersonal and moral laws in just the same sense that the physical world is governed by the laws of nature. If one could identify these correct or “fixed principles,” and live in harmony with them, one would thereby gain leadership power and influence. From this belief grew his leadership dictum, “I teach them correct principles, and they govern themselves.” Specifically, we note Smith's emphasis on integrity as a foundation for leadership interaction, both in truth-telling and in living in harmony with the correct principles one knows. In addition, Smith underscored the importance of unleashing the creative talent of followers by trusting them with sizeable responsibilities (empowerment, in today's terms), in demonstrating love for followers, and in having the courage to think and act independently of mainstream thought and practice. His chief concerns in selecting a leadership team included his focus on character, building an organizational structure which would institutionalize over time the principles he taught, and then motivating followers in pursuit of challenging goals.     

CAN TEACHING BE SAVED?

ABSTRACT

Future generations of professors may be harder to recruit and to retain compared to the current generation of nearly-retired senior faculty. This is especially the case in public colleges and universities. The condition of academic life in public higher education at the beginning of the twenty-first century was not enviable. Decades of sacking and pillaging by external and internal forces have left the professoriat stranded in purgatory, overrun by larger numbers of under prepared students and evaluated by pseudo processes. The professoriat has also contributed to the demise of liberal learning by substituting escapism for scholarship and by rolling over for various forms of coercion and financial seduction.

This essay discusses one person's teaching experience in the context of evolving cultural norms about learning, of professional standards pertinent to teaching, and of the psycho-social consequences for college teachers of the secular anti-intellectual drift in post-literate society. Public college and university teaching in the last decade of the twentieth century, for most workaday faculty not heavily endowed with external research funds or not capable of manipulating endless leaves of absence, has been a voyage of uncertainty. The combined effects of triumphant managerialism, techno-idolatry, political correctness and bureaucratic rationalization have subverted public higher education, and the subversion has occurred with the willing collusion of many “insiders” in the academic establishment. Worse: so engrained is the system of incentives for self-preservation (on the part of administrators and faculty) and evasion of accountability (on the part of students) that the system is unable and unwilling to correct its own dysfunctions. The absence of complaint from the “consumers” of higher education, students and their parents, is not the result of good institutional performance. It is, unhappily, the result of tacit collusion in the willingness to certify mediocrity and call it excellence.

Many volumes would be required to diagnose and prescribe remedies for the entire matrix in which public higher education now finds itself. Space does not permit comprehensiveness here. Instead, I offer admittedly selective perceptions of my own teaching experiences of more than two decades, as related to the problems cited in the preceding paragraph. However, I doubt that it is a singular view. More than a personal cri de coeur, it represents the frustration of a generation of educators who have seen public higher education seduced and sacked by some of the same forces that might have been expected to nourish and protect it: including the educators themselves.

Of course, the cynical saying of one of my colleagues remains true: “Institutions never lose: individuals always do.” And he is right–higher education will endure and prosper, even if those who still remember what education is forare marginalized or driven into another line of work. No one can doubt that American colleges and universities have succeeded as organizationsand in the pursuit of organizational values over the past two or three decades: many are richer, larger, and as marketing savvy as the most endowed Fortune 500 corporation. Whether American higher education still has anything useful to say about American society and culture is another, and more arguable, matter. There is significant risk that institutional value distortion has pushed the critical faculties of students and teachers into a Phantom Zone of indifference or even hostility, relative to what “really” matters to the governing boards and administrations of many institutions of higher learning. The commingling of academic institutional and organizational–corporatist values has another side: it has betrayed many students by asking of them as little as possible, and many professors by rewarding them for their entertainment value.     

Conviviality,ego, team and theme behavior in transrational peace education

ABSTRACT

The Innsbruck School of Peace Studies is known for its innovative academic teaching methods under the title Transrational Peace Philosophy. This essay introduces the epistemological fundament of this approach to peace education. It presents the didactic principles for its Strategic Capacity and Relationship Building, combined with Strategic Leadership Training. They are based on the conviviality of students and a curriculum that follows the stages of groups’ task behavior and individual learning by `peeling the onion´ of the Ego. It describes how the didactics are designed for the international, intercultural, interreligious and interdisciplinary groups of students. It demonstrates the five stages of Ego, Team and Theme Behavior during a semester and how the curriculum places courses for best learning results. It discusses the main presumptions on convivial learning processes for academics. The focus is on students who want to work later in a broader field of conflict transformation.     

Conscientious politics and Israel’s moral dilemmas

ABSTRACT

This paper introduces ‘conscientious politics’, discusses their features and shows their resonance in the case of Israel. I define conscientious politics as politics informed by moral deliberations about legitimacy, and locate them in the larger matrix of conscience. In the balance between passion and persuasion, conscientious politics provide time and invite venues for deliberation on the social contract, challenging rulers’ convenience and society’s conventions. While the individual’s freedom of conscience draws mainly on positive liberty (from within), conscientious politics also requires emancipation from without. However, conscientious politics are not necessarily harmonious or liberal, nor does liberalism necessarily entail free conscience. Conscientious politics are often ‘hidden in plain sight’, and the normative task of bringing them to light depends on revealing the moral dilemmas that underpin actual politics. I unearth such dilemmas with regard to Israel’s 2011 social justice movement, the subsequent prisoner exchange and Israel’s relations with the Palestinians.     

Not unlearning to care – positive moral development as a cornerstone of nonkilling

ABSTRACT

In this theoretical paper, selected areas of moral development as well as some of the respective theories and models are used to characterise positive, healthy moral development. Such moral development is seen as one prerequisite of nonkilling. From a lifespan perspective, core concepts such as moral motivation and moral agency are combined into an understanding of moral development, as based on the making meaning of experience in the context of social interaction and co-construction. The aim of (socio)moral development is seen in moral maturity, that is, the genuine understanding of the way our own actions or nonactions affect the welfare of others, including the motivation, the sense of personal responsibility, and the will to act in such ways as not to harm or to protect or re-establish others’ welfare. Reaching this aim can be seen as the outcome of healthy moral development.     

School-Based Violent Victimization in Turkey: An Examination of the Cross-National Generality of Lifestyle-Routine Activities and Self-Control Theories

ABSTRACT

The authors examined victimization among Turkish school students as a function of individual lifestyles and routine activities, perceived school guardianship/control, and low self-control. In doing so, they aimed to provide a much-needed explanatory test of school victimization in Turkey while also offering an important test of the cross-cultural generalizability of self-control and opportunity-based theories of victimization. Logistic regression models of violent victimization were estimated using a subsample of over 900 Turkish school students. Regression coefficients were estimated for 20 datasets generated through a multivariate sequential imputation technique, with results then pooled. Lifestyle measures associated with school-based victimization included in-school delinquency, delinquent self-cutting, gang membership, and number of gang friends. Perceived school guardianship/control was also related to victimization, as was low self-control. The authors found little evidence that the effects of low self-control were mediated or moderated by lifestyle characteristics or perceived school security. Findings suggest that the propositions of lifestyle-routine activities and self-control theories regarding victimization risk can largely be generalized to Turkish high school students. Findings imply that school-based victimization prevention in Turkey should target individual-level criminogenic traits and lifestyles as well as risky environmental school characteristics.     

Something Funny Happened on the Way to Reform Success: The Case of Budget Reform Implementation in Ghana

Abstract

The current article discusses experience with budgeting and financial management reforms in Ghana and is particularly focused on the development of the Medium Term Expenditure Framework (MTEF) between 1998 and 2002. Evidence shows that this reform began well but faltered after an initial period of progress. A number of factors are referenced in trying to explain why reform implementation was derailed, including reform ownership and political will, organizational integration and organizational incentives, and strategic capacity. All of these factors are commonly presented as influences on reform implementation. The Ghanaian experience provides detail as to how such influences could work.     

The Adoption of Outcome-Related Performance Indicators in External Reporting: An Empirical Study

ABSTRACT

Contemporary government reforms are changing how performance is measured and evaluated, by shifting the focus from inputs and processes to outputs and outcomes. This study uses agency theory, institutional theory, and organizational information processing theory to hypothesize and assess how particular organizational and institutional factors affect the disclosure of outcome information by public organizations, drawing on an empirical analysis of 214 Italian public organizations. Organizational size, mode of service delivery, and the degree of regulation are all strongly associated with the disclosure of outcome indicators in external performance reports.     

Administrative Autonomy Among American State Agencies: An Empirical Analysis of Fragmentation and Functionalism

Abstract

Administrative (or bureaucratic) autonomy has been an issue discussed in many different political and policymaking settings. Since administrative agencies are actively involved in the formation and implementation of public policy the issue of administrative autonomy is an important contemporary issue. We measure the concept of administrative autonomy empirically and systematically among state administrative agencies along two general features or components: (1) fragmentation and (2) functionalism. Each of two features of autonomy is subdivided into institutional and perceptual dimensions. The former is based on organizational and position characteristics. The latter derives from attitudes of individual administrators. Data are derived from responses by over 1000 state agency heads from the 1998 American State Administrators Project (ASAP). Among the prominent findings are: (a) there are positive relationships between the institutional and perceptual dimensions for both fragmentation and functionalism, and (b) variations in institutional and perceptual dimension of administrative autonomy among different types of agencies and different selection methods of the agency heads.