Isomorphism and organizational performance: evidence from quality management in higher education

Abstract

Purpose

Quality management has become an integral part of management reforms in public sector organizations. Drawing on a new institutionalist perspective, this study aims to investigate the relation of management reforms and organizational performance in the context of higher education.

Design/methodology/approach

The authors analyse the interaction between isomorphic conformity in quality management adoption, organizational learning and quality improvement and, in so doing, address the central theoretical question of what effects isomorphic conformity has on organizational performance. Empirically, the study draws on survey data from quality managers at public higher education institutions in Germany. Methodically, it applies confirmatory factor analysis and structural equation modelling.

Findings

The results suggest that mimetic isomorphism is surprisingly compatible with processes of organizational learning, and thus, does not inevitably compromise organizational development.

Originality/value

By presenting these findings, the authors contribute to the controversial theoretical debate concerning the effects of isomorphism and to the ongoing discussion regarding the organizational impact of quality management in higher education.

Citation

Ansmann, M. and Seyfried, M. (2022), "Isomorphism and organizational performance: evidence from quality management in higher education", Quality Assurance in Education, Vol. 30 No. 1, pp. 135-149. https://doi.org/10.1108/QAE-07-2021-0114