Organisational performance assessment in higher education tends to employ criteria which reflect a view of effectiveness which is implicit and therefore untested (Pounder, 1997). However, the Competing Values Model or Framework (Quinn and Rohrbaugh, 1981, 1983) has been proposed as “a general paradigm of organisational effectiveness’ This study examined the applicability of the Model to higher educational organisations. A set of scales suitable for the valid and reliable self assessment of the effectiveness of higher educational organisations in Hong Kong was developed. The scale development method was designed to maximise validity and reliability and to test the relevance of the Competing Values Model to Hong Kong higher education. The scales resulting from the study contained four of the Model’s nine original effectiveness dimensions which indicated possible core dimensions of an effectiveness model for higher educational organisations in Hong Kong.
The competing values model of organisational effectiveness : its potential in a higher educational contextJournal of Institutional Research
Document TypeJournal article
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Citation InformationPounder, J. (2000). The competing values model of organisational effectiveness: Its potential in a higher educational context. Journal of Institutional Research, 9(2), 91-102.