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An Examination of the Organizational Culture of a Basic AN EXAMINATION OF THE ORGANIZATIONAL CULTURE OF A BASIC UNDERGRADUATE PHYSICAL ACTIVITIES PROGRAM: A CASE STUDY by JARED ANTONIO RUSSELL (Under the direction of JEPKORIR ROSE CHEPYATOR-THOMSON) ABSTRACT Basic undergraduate physical activities programs play a vital role in providing undergraduates with an opportunity to develop sport related skills and healthy lifestyle habits. The effective instructional ability of the graduate teaching assistants (GTAs) who instruct a significant percentage of courses is critical to students’ possession of lifetime skills. The instructional ability of GTAs largely depends on the organizational culture of the program. A program’s organizational culture greatly impacts the socialization and development of its members in relation to their organizational duties and responsibilities. The purpose of this study was to examine the perceptions of the organizational culture of a Research I institution’s basic undergraduate physical activities program (BUPAP) from the viewpoint of graduate teaching assistants and administrators. For the purpose of this research, both qualitative and quantitative research methods and analyses were utilized. Data collection methods included: a) semistructured interviews with GTAs and administrators, b) document analysis, and c) field observations. A survey was administered to GTAs to obtain quantitative data regarding their perspectives on various aspects of the BUPAP’s organizational culture. William Tierney’s (1991) organizational culture framework was used to guide the study. The framework has six areas: a) leadership, b) information, c) socialization, d) environment, e) mission, and f) strategy. According to the findings of the study, the BUPAP did not take an active role in the training, development and supervision of GTAs who were instructors. Further, the GTAs developed instructional support systems that were comprised mostly of their peers and colleagues. Recommendations for improvement of the BUPAP included: a) modifying the existing selection process for graduate teaching assistantships, b) providing formal instructional supervision, c) utilizing an evaluation process that obtains multiple sources of data and d) providing more formal instructional training of GTAs. The findings from this study were consistent with previous research that suggests GTAs to be often under-trained and lack adequate instructional supervision and support. INDEX WORDS: Organizational Culture, Graduate Teaching Assistants, Physical Education, Collegiate Activity Programs, Higher Education AN EXAMINATION OF THE ORGANIZATIONAL CULTURE OF A BASIC UNDERGRADUATE PHYSICAL ACTIVITIES PROGRAM by JARED ANTONIO RUSSELL B.A., Morehouse College, 1997 M.A., The University of Georgia, 1999 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2002 2002 Jared Antonio Russell All Rights Reserved AN EXAMINATION OF THE ORGANIZATIONAL CULTURE OF A BASIC UNDERGRADUATE PHYSICAL ACTIVITIES PROGRAM by JARED ANTONIO RUSSELL Major Professor: Jepkorir Rose Chepyator-Thomson Committee: Jo Blasé Billy Hawkins Michael Lomax Paul Schutz Electronic Version Approved: Gordhan L. Patel Dean of the Graduate School The University of Georgia August 2002 iv DEDICATION Thanks to my Lord and Savior Jesus Christ. Without him this would not have been possible or worthy of attempting. The following are a few of the many verses of support and inspiration that helped me find my way as a graduate student: Isaiah 6:8 Then I heard the voice of the Lord saying, “Whom shall I send? And who will go for us? And I said, “Here I am. Send me!” Philippians 3: 13, 14 Brothers, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead. I press toward the goal to win the prize for which God has called me heavenward in Christ Jesus. Philippians 4: 19 And my God will meet all your needs according to his glorious riches in Christ Jesus. Proverbs 24: 3, 4 By wisdom a house is built, and through understanding it is established; through knowledge its rooms are filled with rare and beautiful treasures. Galatians 6: 9 Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up. Ecclesiastes 3: 9 – 14 What does the worker gain from his toil? I have seen the burden of God laid on men. He has made everything beautiful in its time. He has also set eternity in the hearts of men; yet they cannot fathom what God has done from beginning to end. I know that there is nothing better for men than to be happy and do good while they live. That everyone may eat and drink, and find satisfaction in all his toil- this is the gift of God. I know that everything God does will endure forever; nothing can be added to it and nothing taken from it. God does it so that men will revere him. Romans 5:3 Therefore, since we have been justified through faith, we have peace with God through our Lord Jesus Christ, through whom we have gained access by faith into this grace in which we now stand. And we rejoice in the hope of the glory of God. Not only so, but we also rejoice in our suffering, because we know that suffering produces perseverance, character; and character, hope. And hope does not disappoint us, but God has poured out his love into our hearts by the Holy Spirit, whom he has given us. v ACKNOWLEDGMENTS I would first like to thank and give honor to my Lord and Savior, Jesus Christ, who has guided me and comforted me on this and many other long journeys. It was through his love that I was able to complete this work as well as my graduate studies. See Mom, I’m finally finished. Thank you for all your support and help through the years from washing clothes and bring groceries to being a sounding board. Thank you and I love you very much. Stephen, Liz, Daishaun LOVE YOU!!! To my in-laws, Mama Brown, Papa Brown and Karla Brown (attorney-at-law), thanks for the love, prayers and encouragement for both myself and Mel as we BOTH have went through this together. To the Hainey and Brown families thank you for the same. To my lovely wife and boo, Melody Russell, thank you for your unrelenting support. Although I did not always see it or show appreciation for it I can sincerely tell you that I did get it. I could not have done this without your help and don’t let me tell you otherwise. Thank you and know that I love you for all your faults (just as you love me for all mines). Even if I had never completed this dissertation, my time as a graduate student would not have been wasted because God provided me with you. I am deeply indebted to my major professor, Dr. Rose Chepyator-Thomson, who has served as my major professor and surrogate mother for the last five years. Thanks for looking out for me, understanding my struggles, and supporting me throughout my time as a graduate student. vi Dr. Jo Blasé thanks for keeping me smiling throughout this dissertation process. I sincerely appreciated all your “hugs and kisses”. Dr. Hawkins, I appreciate you for your time and effort towards the completion of this dissertation and your help as a role model (whether you knew it or not) as I matriculated here at UGA. Dr. Michael Lomax, thank you for showing me the ropes on how to deal with being an “academic” and serving as a mentor during my stay at UGA. Dr. Schutz, thank you for both your time and effort during this dissertation process. Your insights were extremely helpful. To the “gang” (past and present) from the Sport Instruction Research Lab thank your for your help, understanding, and encouragement throughout the years. Dr. Schempp and Dr. McCullick thank you for being advisors, friends, fellow researchers, and mentors during my time as a graduate students and lab member. Tina, Mark, Peter, Wei, and Sandor, thanks for helping me out when necessary and making lab time and classes that much more entertaining. To all the other graduate students and faculty who have come through the lab THANKS. To members of the School of Health and Human Performance administration, faculty and staff thank you for your help during my time as a graduate student. A big special thanks to the greatest secretary in the world, Melanie Blakeman. To all the GTAs in the School of Health and Human Performance thank you for taking part in this dissertation research or just providing encouragement. Keep your heads up; you will be finished before you know it. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ................................................................................................ v LIST OF TABLES .............................................................................................................. x LIST OF FIGURES AND DIAGRAMS............................................................................ xi CHAPTER 1 INTRODUCTION................................................................................................... 1 Statement of Problem........................................................................................... 6 Significance of Study ......................................................................................... 10 Research Purpose and Questions........................................................................ 12 Definition of Terms............................................................................................ 14 2 REVIEW OF RELATED LITERATURE ...........................................................
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