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Effects of LMX and External Environmental Factors on Creativity Among Faculty in Higher Education Timothy Allen Dupont Clemson University, [email protected]

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Effects of LMX and External Environmental Factors on Creativity Among Faculty in Higher Education Timothy Allen Dupont Clemson University, Tdupont114@Gmail.Com Clemson University TigerPrints All Dissertations Dissertations 12-2018 Effects of LMX and External Environmental Factors on Creativity Among Faculty in Higher Education Timothy Allen DuPont Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Recommended Citation DuPont, Timothy Allen, "Effects of LMX and External Environmental Factors on Creativity Among Faculty in Higher Education" (2018). All Dissertations. 2247. https://tigerprints.clemson.edu/all_dissertations/2247 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. EFFECTS OF LMX AND EXTERNAL ENVIRONMENTAL FACTORS ON CREATIVITY AMONG FACULTY IN HIGHER EDUCATION A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Educational Leadership by Timothy Allen DuPont December 2018 Accepted by: Dr. Tony W. Cawthon, Committee Chair Dr. Russ Marion, Co-Chair Dr. Michelle L. Boettcher Dr. Robert C. Knoeppel Dr. Michael C. Shurden i ABSTRACT Recent articles in the news clearly indicate that changes are occurring in American higher education requiring universities to rely on faculty who can initiate change through creativity and innovation (Zhou & George, 2001). Creativity is generally defined as the generation of products or ideas that are both novel and appropriate (Hennessey & Amabile, 2010). Institutional theory, leader-member exchange theory (LMX), and the componential theory of creativity provide the theoretical framework for this study. This study explores the effects of faculty perceptions of external environmental pressures in higher education on faculty perceptions of their creativity. This study also examines: (a) the effects of perceived external environmental factors on the faculty perceived LMX relationship, (b) the effects of the faculty perceived LMX relationship on faculty perceptions of their creativity, (c) the mediating effects of the faculty perceived leader- member relationship on the perceived external environmental pressures to perceived creativity relationship and (d) the moderating effect of a requirement to publish on the external pressure to creativity relationship. The primary research question for this study is: Do perceived external environmental pressures and leader-member exchange (LMX) relationships affect faculty creativity in higher education? This primary question is supported by five secondary questions examining the multiple dimensions of the study. This study uses an online survey, derived from an initial pilot study, to measure faculty perceptions of external ii environmental pressures, faculty creativity, and the LMX relationship. Participants are faculty members from one public liberal arts university and from one public research university, both located in the southwestern United States. The data and path model for the study is analyzed using the partial least squares structural equation modeling (PLS- SEM) technique provided through the SmartPLS software program. The results of this study indicate a positive relationship exists between faculty perceptions of external environmental pressures and their creativity, and an inverse relationship exists between faculty perceptions of external environmental pressures and the LMX relationship. No significant relationship was found between faculty perceptions of their LMX relationship and their creativity. There is no evidence of a mediating effect by LMX on the external pressure to creativity path, nor is there evidence of a moderating effect from a requirement to publish on this path. The results of this study provide implications for practice including recommendations for faculty, leaders, and policy. Also provided are recommendations for future research. This study is unique in that no investigations into the effects of external environmental pressures on higher education using the mechanisms of isomorphism as outlined by institutional theory (coercive, mimetic, and normative pressures) were found during the literature review. This study therefore, provides a basis for future investigations into the effects of external environmental pressures on higher education. iii DEDICATION This dissertation is dedicated to my wife, Barb, and to my son, Matt. Their sacrifices, support, encouragement, and patience made the completion of this doctoral program possible. iv ACKNOWLEDGMENTS I wish to acknowledge and thank Dr. Russ Marion, my “co-chair.” He was one of the first faculty members I met during orientation and later became my mentor, coach, and advocate. He offered patience, guidance, suggestions, criticisms, and always refused to accept mediocrity. I also wish to acknowledge and thank my committee chair Dr. Tony Cawthon and committee members Dr. Rob Knoeppel and Dr. Michelle Boettcher. Dr. Cawthon helped hold me to my deadlines and directed me to individuals who helped solve problems that I encountered along the way. Each committee member was willing to step-up with editing support, suggestions, and recommendations which provided comfort, reassurance, and a higher quality dissertation. I am also thankful to Dr. Mike Shurden. He has literally been with me through the entire academic process. He was one of my professors during my undergraduate studies. He provided letters of recommendation to the Clemson MBA program and to this doctoral program. He offered support with hours of brainstorming sessions, constructive criticism, and statistical advice. I am honored that he agreed to serve as a member of my doctoral committee. I offer special thanks to Dr. David Fleming for continuing to believe in me and always providing opportunities for success. I also wish to acknowledge the contributions of my fellow classmates who blazed the trail and provided many examples of excellence. Dr. Tony Franklin continually v encouraged and supported me with his friendship, periodic phone calls, and text messages. Dr. Lorraine Angelino encouraged me to enter the program and, along with Drs. Susan Shurden and Abidimi Olalere, provided consistent encouragement, support, resources, and assistance. Lastly, to those individuals not specifically mentioned, but were with me in person and spirit during this journey, I am deeply grateful for your friendship and contributions to this success. vi TABLE OF CONTENTS Page TITLE PAGE ....................................................................................................................... i ABSTRACT ........................................................................................................................ ii DEDICATION ................................................................................................................... iv ACKNOWLEDGMENTS ...................................................................................................v LIST OF TABLES ............................................................................................................. ix LIST OF FIGURES ........................................................................................................... xi CHAPTER I. NATURE OF THE PROBLEM.........................................................................1 Statement of the Problem .............................................................................1 Purpose .........................................................................................................4 Research Question .......................................................................................5 Research Method .........................................................................................6 Theoretical Framework ................................................................................7 Conceptual Framework ..............................................................................16 Definitions..................................................................................................17 Assumptions ...............................................................................................18 Limitations .................................................................................................19 Significance of the Study ...........................................................................20 Organization of the Study ..........................................................................20 II. LITERATURE REVIEW ................................................................................22 Introduction ................................................................................................22 The Context of Higher Education and Accountability ..............................23 The Role of Faculty in Higher Education ..................................................27 Institutional Theory and Pressure on Organizations ..................................29 Leader-Member Exchange Relationships ..................................................36 Individual Creativity ..................................................................................39 Summary ....................................................................................................48 vii Table of Contents (Continued) Page III. RESEARCH DESIGN .....................................................................................50 Participants
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