ABSTRACT To date there is limited research on organisation-based self-esteem within the higher education environment. This quantitative study addresses that gap by investigating the differences in organisation-based self-esteem between two subgroups: academic teaching staff (‘faculty’ in the United States) and administrative staff, excluding senior managers, (‘staff’ in the United States). Through analysis of variance and factor analyses of 233 survey respondents across five small liberal arts institutions in North Eastern United States, this study suggests self-esteem imbalances between the two subgroups. Results point towards subgroup inequities in perceived value that can lead to reduced engagement, commitment and positive organisational behaviours. The study offers organisation-based self-esteem as a new data point for institutions striving to provide the best outcomes for students and the employee groups that support them. It provides targeted interventions and challenges academic organisations to reflect on processes and cultural norms that may be negatively affecting students and employees.

中文翻译：

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高等教育中基于组织的自尊：探索对价值观念的亚组差异

摘要迄今为止，在高等教育环境中对基于组织的自尊的研究很少。这项定量研究通过调查两个亚组之间基于组织的自尊的差异来解决这一差距：学术教学人员（美国为“教职员工”）和行政人员（不包括高级管理人员）（美国为“员工”） 。通过对美国东北部五个小型文科机构的233名受访者的方差和因素分析，该研究表明了两个亚组之间的自尊不平衡。结果表明，感知价值存在亚组不平等现象，这可能导致参与度降低，承诺减少以及组织行为积极。这项研究提供了基于组织的自尊，作为努力为学生和支持他们的员工群体提供最佳结果的机构的新数据点。它提供有针对性的干预措施，并挑战学术组织以反思可能对学生和员工产生负面影响的流程和文化规范。