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Finding links between organisation's culture and innovation. The impact of organisational culture on university innovativeness.

ABSTRACT: The objective of the paper is to diagnose organisational culture of selected universities and analyse its impact on the innovation processes within them. The subject matter of the study was organisational culture and innovation at universities. The subjects were four selected universities in Poland, Austria, Germany, and Ukraine. The paper provided a definition of organisational culture and its typology. It further discussed the organisational culture of universities and the relationships between organisational culture and innovativeness. The literature review provided foundations for building a model for the formation of a type of organisational culture at universities that is innovation-friendly, which is the added value of the paper. It offers actions worth taking to shape innovation-friendly culture at universities. It is particularly important during difficult time of changing labour market, when universities greatly impact the attitudes of young people. The knowledge of how to shape innovation-friendly organisational culture at universities is necessary for academia to profile future employees in times of continuous changes. To investigate the relationship between organisational culture and the innovativeness of universities, we designed an original survey questionnaire [S1 File]. Organisational culture was diagnosed with the Organizational Culture Assessment Instrument by K.S. Cameron and R.E. Quinn. The analyses were conducted in Dell Statistica v. 13.1 (StatSoft Polska). We normalised data from the Likert rating scale using Kaufman's and Rousseeuw's formula. We used Spearman's correlation coefficient and Kendall's W to calculate correlations. The research shows that the investigated Polish and Austrian universities are dominated by hierarchy and market cultures. On the other hand, the German and Ukrainian universities host all cultures, but clan and adhocracy dominate there. Moreover, the analyses demonstrated that although the adhocracy culture was the least visible in the investigated organisations, it contributes to university innovativeness the most. The conclusions were used to build a model for promoting innovation-friendly organisational culture at universities. The model contains answers to the research questions. In addition, it offers guidelines for shaping organisational culture to bolster innovation at universities. The research identified relationships between organisational culture and university innovativeness and components that create innovation opportunities at universities as its contribution to management theory. When applied in practice, the guidelines can help form the university's organisational culture bottom-up.

SUBMITTER: Gorzelany J

PROVIDER: S-EPMC8500439 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Highlights • The OIS concept can be used to analyse multi-actor co-innovation partnerships.• Co-innovation partnerships in agriculture and forestry occur in many forms.• Often based on existing networks, they mobilise complementary forms of knowledge.• ‘Outreach’ practices to foster dialogue with a ‘larger periphery’ are commonly used.• The ‘enabling environment’ affects the performance of the co-innovation partnership. Innovation rests not only on discovery but also on cooperation and interactive learning. In agriculture, forestry and related sectors, multi-actor partnerships for ‘co-innovation’ occur in many forms, from international projects to informal ‘actor configurations’. Common attributes are that they include actors with ‘complementary forms of knowledge’ who collaborate in an innovation process, engage with a ‘larger periphery’ of stakeholders in the Agricultural Knowledge and Innovation System (AKIS) and are shaped by institutions. Using desk research and interviews, we reviewed, according to the Organisational Innovation Systems framework, the performance of 200 co-innovation partnerships from across Europe, selected for their involvement of various actors ‘all along the process’. Many of the reviewed partnerships were composed of actors that had previously worked together and most interviewees believed that no relevant actors had been excluded. In almost all cases, project targets and objectives were co-designed to a great or some extent, and the mechanisms applied to foster knowledge sharing between partners were considered to be very effective. Great importance was attached to communication beyond the partnership, not simply for dissemination but also for dialogue, and most interviewees evaluated the communication/outreach performance of their partnership very highly. Most partnerships received external funding, most did not use innovation brokers during the proposal writing process and two thirds had access to information they needed. We discuss the implications of these findings and question whether the AKIS concept as currently interpreted by many policy makers can adequately account for the regional differences encountered by co-innovation partnerships across Europe.

Project description:BackgroundA growing body of evidence supports the link between hospital organisational culture and health outcomes. Organisational culture is thus an essential consideration for hospital accreditation, a practice of systematically assessing the quality of hospital care against accepted standards. This study assesses the interplay between accreditation and hospital professional staff perception of organisational culture.MethodsA prospective cohort study design was used to explore the influence of accreditation on organisational culture within a large, publicly-funded, university teaching hospital in Hong Kong. All full-time hospital and academic physicians, nurses and allied health professionals were invited to participate. Organisational culture was evaluated using the Competing Values Framework through the Quality Improvement Implementation Survey. Organisational culture was assessed longitudinally at 9 months prior to accreditation, 3 months following and 15 months after accreditation. To capture potential shifts in staff perception of organisational culture through the accreditation process, we conducted a between time-point comparison using a linear trend model.Results545 clinical staff completed the organisational culture survey pre-accreditation, 378 three- months post-accreditation and 141 15-months post-accreditation. Hierarchical culture was the dominant organisational culture domain pre-accreditation, followed by rational, developmental and group culture, respectively. Following accreditation, hierarchical culture declined but remained dominant, while group and developmental culture increased. However, the decline in hierarchical culture was U-shaped with scores increasing at 15-months post-accreditation, though not to pre-accreditation levels. When stratified by professional group, hierarchical culture declined following accreditation with corresponding increases in group culture and developmental culture among physicians and nurses, respectively. While allied health professionals did not perceive any significant cultural differences directly following accreditation, a significant increase in hierarchical culture and corresponding decrease in group culture was found 15-months post-accreditation.ConclusionsThis study suggests the hospital accreditation process may contribute to shifts in staff perception of organisational culture. Our findings also indicate differential views of organisational culture across professional groups. Finally, we note the striking dominance of hierarchical culture in this Hong Kong hospital across all time points, far surpassing other studies, even those in which hierarchical culture prevailed.

Project description:The COVID-19 pandemic caused substantial disruptions in medical education. The University of British Columbia (UBC) MD Undergraduate Program (MDUP) is the sixth-largest medical school in North America. MDUP students and faculty developed a joint response to these disruptions to address the curriculum and public health challenges that the pandemic posed. After clinical activities were suspended in March 2020, third- and fourth-year MDUP students formed a COVID-19 Medical Student Response Team (MSRT) to support frontline physicians, public health agencies, and community members affected by the pandemic. A nimble organizational structure was developed across 4 UBC campuses to ensure a rapid response to meet physician and community needs. Support from the faculty ensured the activities were safe for the public, patients, and students and facilitated the provision of curricular credit for volunteer activities meeting academic criteria. As of June 19, 2020, more than 700 medical students had signed up to participate in 68 projects. The majority of students participated in projects supporting the health care system, including performing contact tracing, staffing public COVID-19 call centers, distributing personal protective equipment, and creating educational multimedia products. Many initiatives have been integrated into the MDUP curriculum as scholarly activities or paraclinical electives for which academic credit is awarded. This was made possible by the inherent flexibility of the MDUP curriculum and a strong existing partnership between students and faculty. Through this process, medical students were able to develop fundamental leadership, advocacy, communication, and collaboration skills, essential competencies for graduating physicians. In developing a transparent, accountable, and inclusive organization, students were able to effectively meet community needs during a crisis and create a sustainable and democratic structure capable of responding to future emergencies. Open dialogue between the MSRT and the faculty allowed for collaborative problem solving and the opportunity to transform disruption into academic innovation.

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Finding links between organisation's culture and innovation. The impact of organisational culture on university innovativeness.

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