Factors Affecting the Institutional Motivational Orientation of Public University Teachers in China: Evidence from H University
Work motivation of employees can determine the work efficiency, which is a key factor affecting the success of an organisation in a competitive market.A number of studies have examined possible factors affecting the motivation of employees and explored the relationship between motivation and specific behaviour. These studies have contributed to the understanding of how to improve the working performance form the managerial perspective at the organisational level. However, compared to the employees working in business organisation, people who work public sector are not only affected by individualistic motivational orientation, but also affected by the institutional motivational orientation. Like western countries, the public sector has also undergone some significant changes with meeting the transformation of the economy in China.Therefore, it is necessary to explore if Public University teachers can keep their institutional motivational orientation under the background of privatisation trend of public sector and what factors can influence their institutional motivational orientation in the background of changes happened in the public sector. Therefore, there is a merit in a systematic investigation of the institutional motivational orientation of public university teachers. This paper sought to fill this gap in the literature. Using a case of H University in China, this paper investigated what factors are closely related to the institutional motivational orientation of Public University teachers in three contexts: transformation context, education sector context and societal culture context. The findings revealed thatthe institutional motivational orientation of public university teachers is affected by both organisational factors happened in transformation context and societal culture context but is more influenced by the societal culture context. The demographic factors of public university teachers and their institutionalised beliefs in education have no effect on their motivational orientation. In terms of implications of the findings, from a theoretical perspective, this research fills the gap of the understanding of the key changes in and challenges facing HR practices in the public sector in China. From a practical perspective, this research can suggest the managers to avoid neglecting the culture backgrounds and culture identity of candidates and pay less attention on the demographic features of candidates if they want to recruit the employees with high institutional motivational orientation.