Attitudes of German professors towards university targets and affective commitment - Results of an empirical analysis

Since the last reforms of the German higher education system, universities have been required to set and attain targets independently. This necessitates the support of professors in setting, supporting and attaining targets, as their performance significantly influences the attainment of established targets. Considering the individual autonomy of professors and their strong external orientation, this is a considerable challenge. In this context, the importance of affective commitment from professors is discussed. Considering the current level of research, it is currently impossible to determine with any certainty if or to what extent affective commitment can actually contribute to a change in professors’ attitudes towards university targets. For this reason, the importance of affective commitment was empirically investigated in German universities. The results suggest that affective commitment is a central and deciding factor for the attitude of professors towards university targets. The results of the study are discussed with regards to their significance for research and their practical importance for higher education management.

13.10.2017 | Benedict Jackenkroll, José Manuel Pereira & Ewald Scherm