THE INTERNATIONAL UNIVERSITY

VNU-HCM

SCHOOL OF BUSINESS

RESEARCH PROPOSAL
The Investigation on Organizational Culture:
A Case Study of International University – VNU

In Partial Fulfillment of the Requirements of

BUSINESS RESEARCH METHODS COURSE (Semester I, 2017-2018)

Lecturer: Cao Minh Man, Dr.

Student name: Huynh Ngoc Truc Hien
Student ID: BABAIU13078

Ho Chi Minh, Viet Nam

2018
Table of Contents
1. INTRODUCTION .................................................................................................................................... 3
1.1 Background to the study ..................................................................................................................... 3
1.2 Rationale and Problem Statement ....................................................................................................... 3
1.3 Purposes .............................................................................................................................................. 4
1.4 Research questions .............................................................................................................................. 4
2. LITERATURE REVIEW ......................................................................................................................... 4
2.1 Dependent Variable - Four Types of Organizational Culture ............................................................ 4
2.1.1 The Concept of Organizational Culture and Relevant Aspects in Education Environment ........ 4
2.1.2 Four Types of Organizational Culture according to Competing Value Framework (CVF) and
Quinn Model ............................................................................................................................................. 6
2.2 Competing Value Framework (CVF) and Quinn Model .................................................................... 7
2.3 Independent Variable - Six cultural assessing factors. ........................................................................ 9
2.4 Mission and Vision of IU .................................................................................................................... 9
2.5 Student Behavior ................................................................................................................................ 9
2.6 The Conceptual Framework .............................................................................................................. 10
3. METHODOLOGY ................................................................................................................................. 11
3.1 Research Methodology ..................................................................................................................... 11
3.2 Target Population of the Research .................................................................................................... 11
3.3 Instrument of Data Collection ........................................................................................................... 11
3.4 Data Collection ................................................................................................................................. 11
4. REFERENCES ....................................................................................................................................... 12

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 1. INTRODUCTION

1.1 Background to the study

In the words of anthropologist E.B. Tylor (1974), culture is "that complex whole which
includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired
by man as a member of society." Culture is diverse in each country, region, more specifically, in
each organization and each group. To an organization, organizational culture is the key to success.
Formed by what has been the way of working in the past and the degree of success achieved using
those ways, organizational culture continues to guide the behaviors of all members in the
workplace and contribute to affect the performance of the entire organization. For this reason,
ascertaining and managing organizational culture has always been one of the leading concerns in
enhancing the managerial effectiveness of the organization.
Educational institutions also differ in culture. Universities possess distinctive
characteristics, which correlate strongly with their respective cultures (Bartell, 2003; Sporn, 1996).
Unlike most business organizations, universities often possess goals that are unclear and difficult
to measure (Bartell, 2003; Baldridge et al. 1978; Birnbaum 1988; Kosko, 1993). The
organizational culture concept becomes more important since it help understanding and analyzing
the triggers that make an educational organization to get structured, develop, and perform. It also
allows identify possible ways for universities and schools to improve management, build
enhancement and reform strategies (Lacatus, 2013).
1.2 Rationale and Problem Statement

There has been a number of organizational culture research that have their focus on specific
industries such as construction industry (Barlow & Jashapara, 1998), health care industry (Davies,
Nutley, & Mannion, 2000), hospitality industry (Ogbonna & Harris, 2002), and chemical industry
(Lodorfos & Boateng, 2006). However, it is surprising to find that literature examining
organizational culture in the higher education sector is relatively scarce, especially, in Vietnam.
Why this is the case is perplexing since higher education not only contributes to the development
of a sustainable economy but also improves the skills base and human resource of a nation (Kelly,
Marsh, McNicoll, 2002). This lack of research focus on organizational culture in the university
sector, therefore, suggests that university management are not being challenged to examine the
policy initiatives that account for organizational culture.
When it comes to the case in IU-VNU, being a public university that uses English as the
primary language in teaching and research, also creates the educational environment towards
international orientation, IU organizational culture is an interesting research topic that the
university and also the surrounding community concern about. Problems and issues that are
occurring between the stakeholders (administrators, faculty, students, board members and support
staff) is the main concern contributively caused by the misunderstanding in the organizational
culture of the school.

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1.3 Purposes
Originally, IU, including both undergraduate and postgraduate programs, is on the way to leading
the domestic higher education system in terms of outstanding development and satisfy every
international institutional standard. Apparently, the intent of this research is to explore the current
institutional culture within IU, as a result to develop a managerial effectiveness in the university
that is appropriate and toward the disposed mission. It is significant to analyze the collegial culture
due to its emphasis the interpretation of its culture to values and members' behavior, in the result,
mentality and long-term improvement is the priority (Folch & Ion, 2009). In particular, this
research, firstly, solves the query of, once the culture is clearly formed, how effective its
implication and how complete its understand throughout the university's departments and faculties
as the board of director expect, or whether it pleasures the staffs and encourages the work
productivity to serve the organization customers - the students, as well as, build a comprehensive
collegiate environment. In addition to the consistency and effectiveness of the culture in the aspect
of stakeholders, the consolidation of concepts of the university's leadership, mission, and strategic
objectives toward the current dominant concept of culture is particularly noticed by the researchers
since it decides the success of the organization (Hunger & Wheelen, 2010).

1.4 Research questions

Based on the problem statement, the research questions are raised as following:
- What is the dominant organizational culture of International University – VNU
according to Cameron and Quinn's culture model?
- To what extent do the dominant organizational culture affect the accomplishment of
the current mission and vision?
- To what extent do the dominant organizational culture affect student behavior?
- What can be recommended to develop the organizational culture in order to fit with the
current mission and vision, as well as, to solve the problems related to student
behavior?

2. LITERATURE REVIEW
2.1 Dependent Variable - Four Types of Organizational Culture

2.1.1 The Concept of Organizational Culture and Relevant Aspects in Education

Environment

a. Organizational culture
Organizational culture has been referred to as a vital element in enhancing the managerial
effectiveness of any organization. Many researchers and managers have made attentively
investigations on the concept of organizational culture in order to accelerate the productivity of
their corporation. In terms of definition, there have been many descriptions provided for
organizational culture. One general and precise definition is recognized to be stated by Edgar H.

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Schein, one of the most outstanding theorists in this field. According to Schein (1984),
organizational culture is a pattern of shared basic assumptions that the group learned as it solved
its problems that have worked well enough to be considered valid and is passed on to new members
as the correct way to perceive, think, and feel in relation to those problems. Each organization
creates and maintains a unique culture which plays the role as a key driver for all members in the
organization.
There is no doubting the role of culture in increasing the organizational effectiveness. It is
seen to be a guideline in which individuals behave towards their jobs and perform their duties in
the organization in a norm. As a result, it is one of the crucial components that help sustain the
working process, develop the relation and connection between members. Moreover, organizational
culture has a significant impact on maintaining the competitive position of the organization in its
market.

b. Organizational culture at university level

At the university level, organizational culture has a notable impact on individual’s behavior
and the organizational success. It is considered as the key in the analysis of the universities. The
analysis of the universities is important since it is interested in the adaptation of its culture to the
values and the behavior of its members, so as to maintain a healthy state of mind and foster
permanent improvement (Folch & Ion, 2009).
Campuses have unique cultures from other types of organization. Salonda (2008) defined
university culture as a distinct type of organizational culture whose values and beliefs and basic
assumptions are held in common by all universities. There are many ceremonies and events held
periodical in almost all universities. No individuals acting alone can form the culture.
The study in organizational culture at the university level is the investigation on interactions
between faculty and administrators, and between them and students. These interactions are the
glue that holds the university together, as a result, creates a unique and well-defined cultural
setting. There are many different ways how university culture can be assessed (Antic & Ceric,
2008). For example, Bergquist (1992) differentiated four types of culture. Two (collegial and
managerial) can be traced back to its origins. The other two (developmental and negotiating) are
partially in response to the seeming failure of the original two to adapt to changes in contemporary
colleges and universities. Fjortoft and Smart (1994) differentiate university organizational cultures
in terms of dynamism and externalism in which stated that certain universities prefer stability more
than dynamism and vice versa. Also, universities could prefer either external or internal
orientation. Another differentiation stated by Sporn (1996) with two types of university
organizational cultures: strong and weak. Strong university culture is characterized by shared
values, strong norms of behavior and willingness of faculty to obey these norms. In contrast, weak
culture is characterized by disagreement about main values, the absence of norms and violation of
written and unwritten norms of behavior at university (Antic & Ceric, 2008). Therefore, the
universities with strong and connected cultures perform more effective than those with weak and
disconnected cultures.

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 2.1.2 Four Types of Organizational Culture according to Competing Value
Framework (CVF) and Quinn Model

 Clan
According to the Competing Values Framework developed by Cameron and Quinn (1999),
the clan culture type promotes internal climate and concern for people. It refers to an extended
family where people share their values and goals. The dominant attributes of this type of culture
are participation, teamwork, cohesiveness, and consensus. The commitment of clan organization
members is constructed based on the high level of participation, cohesiveness, and employee
satisfaction rather than the finance objectives (Deshpande and Webster, 1989). The glue takes form
due to the loyalty, tradition, and interpersonal cohesion. The most suitable leadership styles for
clan culture are the mentor, facilitator, and parent-figure. Strategic emphases in clan concentrate
on the developing human resources, commitment and morale (Cameron and Freeman, 1991).

 Adhocracy
The up-right quadrant of the framework manifests the adhocracy type which combines of
a high degree of flexibility and external orientation (Bhatnagar and Bhandari, 1998). The accent
of this type is on dynamic and entrepreneur (Cameron and Quinn, 1999). Creativity,
entrepreneurship, adaptability, and dynamism are the dominant attributes of adhocracy
organization. The salient leadership styles which can be found easily in this culture type are an
entrepreneur, innovator and risk taker. In 1991, Cameron and Freeman expressed that the bonding
occurs in adhocracy because of the entrepreneurship, flexibility, and risk. They also stated that the
strategic emphases in adhocracy organization focus on innovating, growing and acquire new
resources. Later, Cameron and Quinn gave a supplementary on adhocracy's characteristic that this
type of culture is subject to be found in some industries like aerospace, IT, filmmaking, consulting,
etc. These industries produce innovative products and the key to successful of them is proactive to
changing environment. With the current global market, an adhocracy is still supposed to be the
ideal type for organizations.

 Hierarchy
The model of hierarchy culture type is built on the stresses order, rules and regulations,
uniformity, and efficiency (Cameron and Freeman, 1991). The leaders should be coordinators,
organizers or administer to compass the business effectiveness which is determined by the
consistency of products and the achievement of clearly stated goals (Deshpande and Webster,
1989). The transaction in a hierarchy is elicited to be formal rules, policies and procedures, clear
expectations which also help to maintain the smooth running organization. The hierarchy
emphases round up the stability, predictability and smooth operation.

 Market
The last quadrant of the framework is the market which is the result of low-performance
ambiguity and high goal incongruence (Ouchi, 1980). The market organization refers to a market

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– like inside the organization (Lacatus, 2012). It has a strong emphasis on external positioning and
stability. The organization is characterized by competitiveness, goal achievement and environment
exchange. The effective leaders for a market organization are decisive, production – oriented and
achievement - oriented. Goal – orientation, production, and competition are the factors that hold
the organization together. Competitive advantage and market superiority are the strategic
emphases that bring the best business performance (Deshpande and Webster, 1989).

2.2 Competing Value Framework (CVF) and Quinn Model

Through the empirical studies conducted on organizational effectiveness by Quinn and
Rohrbaugh (1983), the term Competing Value Framework was initially introduced as a fairly
comprehensive matrix model with the implication of conflicts among essential culture concepts.
From the previous thirty-nine indicators of effectiveness listed by John Campbell and his
colleagues (1974), those are synthesized into four clusters determined by two major dimensions.
The Competing Value Framework emerges by the two crossing dimensions. The horizontal
dimension approach to the organizational focus, from internal emphasis, short-term orientation,
and smoothing activities to external positioning, long-term orientation, and achievement-oriented
activities. Meanwhile, the vertical one is associated with the degree of flexibility, individuality,
and discretion of organization toward leading and management steadily increase to the right, in
reverse with that of stability, control and predictability approach to the left end. As a result of the
pair's relationship, the crossing lines divided the framework into quadrants that each one represents
for opposite assumptions, core values, and orientations including Clan, Adhocracy, Market, and
Hierarchy (see Figure 1).

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 Source: Cameron & Quinn (1999)
Figure 1: A Model of Cultural Congruence for Organizations
Later, based on the development of Competing Value Framework in 1983, Cameron and
Quinn (1999) continue to research on diagnosing and changing culture technique for existing
organizations. The effectiveness indicators are reclassified into more comprehensive indexes
relying on the two disposed dimensions including dominant characteristics, leadership, employee
management, organizational bonding, strategic emphasis and success criteria. Thenceforth, these
six factors play an undeniable role in every culture assessment that applying the Competing Value
Framework.
The matrix, with classified cultural characteristics of an organization, is firstly applied on
discovering the existing culture and, then, discussing the favorable culture toward different
industries that the organization belongs. In another scenario, where the change process of the
organization occurs this matrix can effective detect every potential organizational gap.
Furthermore, the effectiveness of management is emphasized leading to the comprehensively
understanding of all levels of the organization.

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 2.3 Independent Variable - Six cultural assessing factors
1. Dominant characteristics of the organization: what the overall organization is like
2. Leadership style: the approach of providing direction, implementing plans, and
motivating people within the organization
3. Employee management: the style that characterizes how employees are treated and what
the working environment is like
4. Organizational glue: the bonding mechanisms that hold the organization together
5. Strategic emphases: what areas of emphasis drive the organization’s strategy
6. Criteria of success: how victory is defined and what gets rewarded and celebrated

2.4 Mission and Vision of IU

According to Hunger and Wheelen (2010), the consolidation of concepts of the university's
leadership, mission, and strategic objectives toward the current dominant concept of culture is
particularly noticed by the researchers since it decides the success of an organization.
The vision of IU is determined to be “by the year 2016, the VNU HCMC – IU will have
proudly laid the basic foundation of a research university with an experienced, proficient and
devoted faculty, professional and committed managerial staff. Elite graduates with successful
careers with international standards will be the target. Additionally, modern facilities will be
available for teaching and research purposes. Key research and economic technology transfer
projects that are closely aligned with regional and national development will be in place”
(International University - Vietnam National University HCM City, 2016).
Meanwhile, the mission is stated that IU aims:
 to inspires and assists other divisions in the advancement toward the development of
Vietnam National University – HCMC
 to contribute high quality human capital to the development and industrialization of
Vietnam
 to offer excellent research and utilization of intellectual resources and professional
knowledge for the community and industrial sector of Vietnam
 to become a moderately sized, research oriented university
 to highly motivate continuous learning of Vietnamese and International learners and
whose reputation as a top-level institute of higher learning attracts top-notch learners,
researchers and lecturers

2.5 Student Behavior

According to Theresa (2006), the student attitudes and behavior can be described through
student engagement and perceived academic competence.
Student engagement represents the amount of time and effort that students put into their studies
and other activities at the campus (Harper and Quaye, 2014). Besides, Kuh and Kinzie (2007)
also stated that another component of student engagement is how institution deploys it
resources, learning opportunity and support services that lead to desire outcomes such as

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 persistence and satisfaction. The relationship between student engagement and organizational
culture of the university is the two-way influence. The organizational culture of the university
is partial recognized through the student engagement and behavior, and vice versa, the student
engagement also contributes to forming the dominant culture type of the university.
Moreover, students’ beliefs about their competence and their expectations for success in school
have been directly linked to their levels of engagement, as well as to emotional states that
promote or interfere with their ability to be academically successful (Harper and Quaye, 2014).
The organizational culture may also affect student competence that drives student behavior in
consistent way of expression.

2.6 The Conceptual Framework

Figure 2: The Conceptual Framework

H1.1: Dominant characteristics contributively define the current type of organizational culture of
IU
H1.2: Organizational leadership contributively defines the current type of organizational culture
of IU
H1.3: Management of employees contributively defines the current type of organizational culture
of IU
H1.4: Organization glue contributively defines the current type of organizational culture of IU
H1.5: Strategic emphases contributively define the current type of organizational culture of IU
H1.6: Criteria of success contributively define the current type of organizational culture of IU
H2: The process of changing the current organizational culture into the optimal one

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H3: IU mission and vision affect the process to change the current organizational culture into the
optimal one
H4: IU student behavior affects the process to change the current organizational culture into the
optimal one

3 METHODOLOGY
3.1 Research Methodology
With the purpose of using numerical data for assessing the culture type of IU based on the
six dimensions of Competing Value Framework, the quantitative approach was reasonably
adopted. Specifically, the OCAI’s table of questionnaires was implemented to indicate the
dominant culture type of IU.

3.2 Target Population of the Research

The online and offline structured questionnaires were conveniently delivered to the target
population of this research who were all staffs and lecturers working at IU. By applying the
sample size measuring method of Green (1991), the amount of correspondents was calculated
relied on number of questions in OCAI’s table of questionnaires, as following:

Sample size = 50 + 8m in which, m is the number of questions

= 50 + (8 x 24)

= 242

Therefore, the questionnaires should be responded by at least 242 correspondents.

3.3 Instrument of Data Collection

The OCAI’s questionnaire consists of six items, in which includes four alternatives each.
The correspondents were required to divide 100 points into these four alternatives relying on
their perspective to the respective characteristics of IU. The higher score is given to the
alternative that is most similar to IU’s figures.

3.4 Data Collection

The survey was delivered to the staffs and lecturers working at IU by handing out hard-
copies at the campus and sending online version through e-mails. The handouts have been
collected instantly. Meanwhile, the online responds have been directly recorded to the database
in form of report. The whole process of data collection is anticipated to be completed in the
period of 2 months.

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