About CHRIST (Deemed to be University)
CHRIST (Deemed to be University) was born out of the educational vision of St Kuriakose Elias Chavara, an educationalist and social reformer of the nineteenth century in South India. He founded the first Catholic indigenous congregation, Carmelites of Mary Immaculate (CMI), in 1831, which administers CHRIST (Deemed to be University). CHRIST (Deemed to be University) was established as ‘Christ College’ in 1969. It undertook path-breaking initiatives in Indian higher education by introducing innovative and modern curricula, insistence on academic discipline, imparting Holistic Education, and adopting global higher education practices with the support of creative and dedicated staff. The campus is a living example of harmonious multiculturalism with students from all states, union territories, and around 60 countries. CHRIST (Deemed to be University) publishes six peer-reviewed research journals and has published more than 300 books in Kannada and English. A promoter of sports, music, and literary activities, it is a nurturing ground for creative excellence.
Visit the official University website.
Organising Team
Conference Chairs
Dr. Fr. Jose C C, Vice Chancellor, CHRIST (Deemed to be University), Bangalore.
Dr. Paul Hong, Distinguished University Professor and Chair, University of Toledo, USA.
Dr. Kennedy Andrew Thomas, CHRIST (Deemed to be University, Bangalore.
Dr Thaddeus Alfonso, CHRIST (Deemed to be University), Bangalore.
Conference Organising Leadership:
Dr. Paul Hong, Distinguished University Professor and Chair, University of Toledo, USA.
Dr S Nayana Tara, Former Professor Centre for Public Policy, IIMB, Bengaluru, India.
Dr. Unnikrishnan K Nair, IIM Kozhikode, India.
Dr. George P Kurien, Personnel Officer, CHRIST (Deemed to be University), Bengaluru, India.
Dr. Kumar Suresh, National Institute of Educational Planning and Administration (Deemed to be University), New Delhi, India.
Dr. Don Ashley, Ph.D., Executive Director of Global Initiatives, Wayland Baptist University, USA.
Dr. Nadia Svirydzenka, Associate Professor & Reader in Culture, Identity, and Mental Health Mary Seacole Research Center, University in Leicester, UK.
Dr. Jeffrey Moore, PhD, Professor of Management MBA & MOL director, Anderson University, USA.
Dr. Aurélien RACCAH, Vice Dean for International Development, Director of the International and European Law School (IELS), Associate Professor in EU Law, Université Catholique de Lille, France.
Fr. Jesuraj Anthoniappen, Vice President for Academic Affairs, University of San Carlos, Philippines
Wendy Bignold, Dean of Global Engagement, Liverpool Hope University, UK.
Isabel John, Dean of Student Affairs of FIW, Technical University of Applied Sciences Würzburg-Schweinfurt (THWS), Germany.
Suzanne Mayo- Theus, FCS Lecturer II, Department of Family and Consumer Sciences (FCS), Grambling State University, USA.
Ramsey, Charles, Associate University Chaplain Faculty, Department of History, Baylor University in Texas, USA.
Dr. Sindu George, Senior Lecturer, National School of Education, Melbourne, Australian Catholic University, Australia.
Teixeira, Melissa, Regional Recruitment Advisor | South Asia, Colorado State University, USA.
Dr. Anoop Bhogal-Nair, Senior Lecturer in Marketing & Consumption, Leicester Castle Business School | De Montfort University, UK.
Background of the Conference
Organizational Culture
Culture is a term that Clifford Geertz defines by stating that humans are essentially creatures entangled in webs of significance that they themselves have spun [25, p.5]. These webs, he claims, are what we refer to as culture, and their analysis is not a scientific experiment seeking laws but rather an interpretive one seeking meaning. Therefore, when examining the organizational culture of a college or university, it is necessary to view the institution as an interconnected web that can only be understood if we explore both the structure and natural laws of that web and the actors' interpretations of it (Fenn & Geertz, 2017). In essence, organizational culture is the study of particular webs of significance within an organizational setting, similar to how a traditional anthropologist would study a particular village or clan (Encyclopedia of Religion and Social Science, n.d).
In the context of decision-making, administrators tend to rely on their intuitive understanding of cultural conditions and forces at play. This tendency is similar to that of a layperson's passive and imprecise awareness of cultural codes, symbols, and conventions in a society. The lack of comprehension of the role of organizational culture in enhancing management and institutional performance wanes our ability to tackle the challenges that higher education confronts. Therefore, it is imperative for administrators to possess a thorough understanding of the cultural influences and intricacies that shape their daily decision-making. Such an understanding will enable them to make informed decisions and improve the performance of the educational institutions they oversee.
The importance of accurately comprehending and utilizing organizational culture in higher education establishments cannot be overstated (Sudibjo & Nasution, 2020). The impact of organizational culture is directly on the institution's ability to adapt, prosper, and accomplish its goals in a complex and dynamic environment (Tsai et al., 2009). It also has a direct impact on the institution's ability to attract and retain top talent, foster a supportive and inclusive environment for faculty and staff, and promote effective communication and collaboration (Silver, 2003).
Therefore, it is crucial for higher education leaders to understand the intricacies of organizational culture in order to enhance the institution's performance and achieve its objectives. The appropriate management of organizational culture can positively influence the institution's ability to respond to the challenges of a constantly evolving environment, attract and retain top talent, and build a culture of inclusivity and collaboration.
Work Values
In higher education institutions, work values play a crucial role in shaping the culture and facilitating the achievement of organizational goals (Liu & Yong, 2011). They provide a framework for faculty and staff to understand their roles and responsibilities, align their efforts with the institution's mission and strategic goals, and cultivate a sense of purpose and fulfillment in their work. When individuals in higher education institutions have a clear sense of purpose, they are more likely to be motivated and engaged in their roles. This sense of purpose enables them to be proactive and take ownership of their work, leading to increased productivity and job satisfaction (Masland, 1985). Furthermore, work values serve as a guide for decision-making and behavior within the institution.
They shape the institution's value orientation, influencing how faculty and staff prioritize tasks, interact with colleagues and students, and make choices that align with the institution's values and principles(Kleijnen et al., 2009). By embracing and promoting work values that are aligned with the institution's mission and strategic goals, higher education institutions can foster a positive organizational culture. This positive culture enhances collaboration, innovation, and overall performance, as faculty and staff are motivated to work towards common objectives(Roe, 1999). Moreover, work values contribute to developing a strong sense of community within higher education institutions. Faculty and staff who share similar work values create a cohesive and supportive environment where individuals feel valued, respected, and understood. This sense of community not only enhances faculty and staff well-being but also directly impacts student success (Judge & Bretz, 1992).
Organisational Performance
Higher education institutions face various challenges in ensuring organizational performance and achieving excellence (Zafar et al., 2019). These challenges include resource allocation, communication, operational processes, cooperation and coordination, organizational culture, resistance to change, student support, external environment, level of student achievement, and scale of resource provision. To address the challenges facing higher education institutions, diving into each area with a strategic and holistic approach is essential.
According to Folan's theory, there are various factors that can affect performance, such as the environment, objectives, and recognizable features. Neely (2002) expands on this by stating that performance should be measured by efficiency and effectiveness. Bernadin (1995) defines it as work's overall impact on an organization's strategic objectives, stakeholder satisfaction, and economic contributions. Ultimately, the success of any organization hinges on the quality of its products and services, stakeholder satisfaction, and the efficiency of its personnel and processes. Of course, it's also crucial for the organization to operate within a legitimate environment.
Objectives
- To provide a platform to connect experts, researchers, scholars, and academicians to discuss and exchange ideas, research findings, and best practices on organisational culture, work values, and performance in higher education. Selected papers will be published as chapters of a book by reputed publishers.
- To foster dialogue and collaboration among stakeholders interested in creating positive and productive higher education environments.
- To explore the challenges and opportunities associated with aligning Organisational culture, work values, and performance goals.