Development of Organizational Agility Scale in Higher Education: A Validity and Reliability Study


Öksüz Gül F. , Çetin M.

6th INTERNATIONAL CONFERENCE ON LIFELONG EDUCATION AND LEADERSHIP FOR ALL , Sakarya, Turkey, 16 - 18 July 2020, pp.29

  • Publication Type: Conference Paper / Summary Text
  • City: Sakarya
  • Country: Turkey
  • Page Numbers: pp.29

Abstract

The study aims to develop a scale to discover the perceptional evaluations of academic and administrative staff of public universities in the context of organizational agility. Organizational Agility has attracted the attention of scholars from business discipline since late 1990s (Gunesekaran, 1999; Yusuf et al. 1999; Sharifi & Zang, 2001; Lin et. Al, 2006; Worley and Lawler, 2009). Since then organizational agility has been debated in various other fields. So, the subsidiary purpose of this scale is to create the dimensions of ‘organizational agility’ in Turkish higher education system regarding its reliance on public universities. The research was carried out in psychometric design. Items were mainly created according to Worley and Lawler’s (2009) Organizational Agility Model. Moreover, researchers also took the theoretical contributions of Goldman, Nagel and Preis (1995) and Dubey and Gunesekaran (2014) into consideration to form item pool. In order to prove content validity of the scale Lawshe’s (1975) validity scores were used. As Yurdugul (2005) suggests Lawshe Technique is an efficient way to turn expert opinions into a statistical prediction. The resulting Organizational Agility in Higher Education Scale was pilot tested and administered to 894 academic and administrative staff from 10 public universities in Istanbul. Principal components analysis with varimax rotation supported four dimensions. Through Confirmatory Factor Analysis to indicate the validity of four-factor structure was found to be at acceptable level. Four dimensions of the scale -strategy and employee-oriented organizational design, internal stakeholder orientation, cooperation with external stakeholders, support for innovation - focuses more on human side of higher education institutions and less on change management and responsiveness compared to business agility. More research should be done in private universities to see their focuses and to compare public and private higher education in Turkey.