JBM ISSN 2350-8868

The Journal of Business and Management Volume VIII | Issue 1 | June 2024

Effects of Demographic Characteristics on Organizational Culture and Job

Satisfaction among Faculties of Higher Education in Kathmandu, Nepal

Bikram Prajapati*, Krishna Khanal*, Rajiv Sharma*

*King’s College, Kathmandu, Nepal

Abstract
Background: Organizations have been recognizing the value
of culture because it helps attract, satisfy, and retain employees.
The explicit nature of organizational culture pertains to visible
artifacts and other observable elements within an organization.
Received: 28 March 2024 However, the implicit paradigms of organizational culture
Reviewed: 30 May 2024 are often challenging to identify through mere observation.
Organizational culture refers to the environment within a
Accepted: 28 June 2024
workplace created by its underlying values and practices, which
Published: 30 June 2024 in turn impacts employees’ job satisfaction.
Objectives: This research investigates the impact of
Correspondence: demographics characteristics on organisataional culture and job
Krishna Khanal satisfaction.
[email protected] Methods: In this research, we analyzed the relationship between
organizational culture and job satisfaction in a sample of 81
full-time faculty members using standard questionnaire from
higher education institutions located in Kathmandu, Nepal using
Citation: purposive sampling method.
Prajapati, B., Khanal, K., & Sharma, Results: It was observed that perceptions of different
R. (2024). Effects of demographic organizational cultures varied among different demographic
characteristics on organizational variables. Factor analysis yielded four components of job
satisfaction: accomplishment, supervision, empowerment,
culture and job satisfaction among
and growth. Correlational analysis demonstrated that the clan
faculties of higher education in organizational culture exhibits a significant positive relationship
Kathmandu, Nepal. The Journal of with job satisfaction.
Business and Conclusion: Conducting this research on the impact of
Management, 8(1), 24-42. demographic characteristics on organizational culture and job
satisfaction in higher education in Nepal will provide valuable
insights to inform policies and practices that can enhance
https://doi.org/10.3126/jbm.
employee satisfaction and organizational effectiveness.
v8i1.72118
Keywords: Higher education, job satisfaction, organizational
culture, organizational culture assessment instrument
JEL Classification: I23, L89, M14

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Introduction

Organizational culture (OC) has become important today than ever before. It acts as a social bond that
binds the employees in an organization (Bagga et al., 2023; Kim & Jung, 2022; Trevino & Nelson, 2021).
Organizations have their way of doing things that influence aspects ranging from work-life to how products
and services are sold (Dension & Neale, 1999; Metz et al., 2020). According to Quinn et al. (2020),
OC can be described as a shared perception held by employees, which distinguishes one company from
another. Organizations have been realizing the value of culture as it helps to attract and retain employees.
Candidates are generally attracted by the culture of an organization that mostly represents their own belief
system (Tholan, 2024). The study by Inabinett and Ballaro (2014) stated that organizations should create a
culture and define the qualities needed for candidates to prosper within a defined culture that helps to retain
employees. It is also found that OC can act as a foundation of persistent competitive advantage (Tulokas
et al., 2024). Companies that have a robust set of fundamental managerial values usually dictate the
functioning of business (Barney, 1986; Desjardine et al; 2024). This might be because OC not only attracts
employees but satisfies and retains the most qualified ones who increase productivity and profitability. For
retaining these performers, OC plays a vital role, which generally helps employees to be satisfied in their
job (Purwadi et al., 2020; Kim, 2020).

An organization that emphasizes values of teamwork, a sense of security and respect for team members has
been found to have better retention rates (Radu, 2023; Kerr & Slocum, 1987). It is mainly because these
values create a sense of belongingness and high self-esteem, which are important aspects of long-term
commitment. Both OC and organizational commitment have an impact on employee performance, with
OC exerting a stronger influence compared to organizational commitment in higher education (Prianto
et al., 2024). However, it is largely dependent upon organizations and on what type of culture they foster
(Sheridan et al., 1992).

For many organizations, job satisfaction (JS) is a desired state where they want their employees to
be. However, JS being a relative term depends on several factors as well as individuals. JS is usually
understood as “how an employee is feeling about his/her job” (Belias & Koustelios, 2014). Such feeling
typically defined as “a positive emotional state, which is often an outcome of appraisal of one’s job or job
experience” (Locke, 1976). A study by Roodt, Rieger, and Sempane (2002) has stated that “JS is also a
result of an individual’s perception and evaluation of his/her job, which is influenced by the employee’s
life situations such as needs, values and expectation”.

Several research efforts have been conducted to investigate the connection between OC and JS (Li &
Tresirichod, 2024; Lund, 2003; Ahamed & Mahmood, 2015). These studies are concentrated on a few
industries such as banking, corporate, health and information technologies. Few studies have been found
exploring the relationship between OC and JS in the education sector. Most of this research is done in
the western context. This research intends to explore the relationship between OC and JS among full-
time faculty of higher education in Nepal. It is because this sector operates in the knowledge industry
where a qualified pool of candidates is always prized, and tacit knowledge of employees is also seen as a
differentiating factor for these institutions.

Higher education institution is a knowledge-generating and disseminating organization (Khanal &

Prajapati, 2023). For such an organization, qualified faculty members are a unique selling point for them in
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the marketplace. Even if an education institution employs qualified faculty members, their demographic
characteristics will have an effect on the type of culture they want in the organization. With these
findings, management of colleges/universities will be able to formulate a strategy to create a type of
culture in their organization with an expectation of JS.

This research has implemented Organizational Culture Assessment Instrument (OCAI) in order to access
OC. This tool has been widely validated and used by more than 12,000 organizations to assess their OC.
According to Cameron and Quinn (2006), four types of OC exist: Clan culture “is characterized by a
friendly place to work and feel like an extended family. Leaders are thought of as mentors and perhaps
even as parent figures. The organization places a premium on teamwork, participation and consensus.”
Hierarchy culture: “is characterized by a formalized and structured place to work. Procedures govern
what people do. Effective leaders are good coordinators and organizers. Formal rules and policies hold
the organization together.” Market culture: “is a results-oriented workplace. Leaders are hard-driving
producers and competitors. Outpacing the competition and market leadership is important.” Adhocracy
culture: “is characterized by a dynamic, entrepreneurial, and creative workplace. People stick their necks
out and take risks. Effective leadership is visionary, innovative, and risk oriented. The organization’s
long-term emphasis is on rapid growth and acquiring new resources.”

Review of Literature

OC often has an implicit and explicit explanation. Due to the implicit and explicit nature of OC, it is
commonly described as a collection of beliefs, values and behavioral patterns and assumptions ingrained
by employees (Cooke & Rousseau, 1998). This definition itself highlights implicit paradigms of culture,
which is true as OC is embedded in members of the organization. Among many studies, Wallach (1983)
has a more balancing definition of an OC where it is defined as understanding the difference between
official and unofficial rules of getting things done, which is often embraced in employees’ behavior.

Organizational Culture and Job Satisfaction

JS is influenced by factors like organizational structure, company size, salary, workplace conditions,
environment, and leadership, which are the components of organizational culture (Belias & Koustelios,
2014). Roodt et al. (2002) have studied the relationship between JS and OC considering the demographic
variable (DV) effect on it among employees of the service organization.

Schneider and Synder (1975) have pointed out that a productive working environment encourages specific
types of OC that contribute to JS. While organizations have different cultures, JS largely depends on how
individuals perceive and feel about those cultures. JS generally defines the employee’s feelings towards
the job (Bellas et al., 2015). The same study has concluded that adhocracy and market-type cultures are
more likely to lead to employee dissatisfaction with their salaries, in contrast to hierarchy-type cultures.
The study by Shurbagi and Zahari (2012) revealed “the four types of OC i.e. clan, adhocracy, market
and hierarchy and the five-factor of JS i.e. supervision, benefits, rewards, operating and co-worker’s
satisfaction have a positive and significant relationship”.

Demographic Variables and Organizational Culture

Badawy et al. (2017) investigated the effects of five demographic factors on OC, JS, and organizational
citizenship behavior in Egypt and Mexico. They focused on gender, age, years of experience, education
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level, and managerial level to test their hypothesis among 127 Egyptian and 116 Mexican employees
from the service and manufacturing sectors. The research analyzed organizational culture using the
OCAI instrument and concluded gender, age, experience and the educational level does not have any
effect on perception towards OC however manager level only affects market culture.

Roodt et al. (2002) research concluded as married employees are more positive towards OC rather
than single employees also years of experience helps to develop a positive corporative culture into the
employees however there is no significant difference among gender perception towards OC and JS.
There is no direct correlation between gender and OC (Romaine, 1999) but Brown (2003) stated gender
influences OC and its impact on other organizational variables during a business process. Women used
participative management style, promote a friendly environment, maintain less hierarchy and foster
knowledge sharing culture.

Demographic Variables and Job Satisfaction

Ghafoor (2012) explores the link between demographic characteristics and JS through a cross-sectional
study involving academic staff at universities in Pakistan. The researcher employed the Minnesota
Satisfaction Questionnaire to gather data from 299 academic staff members. The research concluded
that male employees are more satisfied than their female counterparts in the same OC. Similarly,
experienced staff are found to be more satisfied with OC. The research highlighted that academic staff
with a higher education degree are more satisfied than others.

Wofford (2003) investigated the link between DV and JS, concluding that employee age is positively
associated with JS. Pala et al. (2008) carried out a study using the Minnesota Satisfaction Scale to assess
the relationships between demographic characteristics, JS, and organizational commitment among 473
hospital staff in Turkey. The findings revealed no significant difference in JS between male and female
staff. Age was found to have no effect on overall, internal, or external satisfaction levels. However, the
level of education had a significant positive impact on all three areas of satisfaction. Additionally, years
of experience within the organization showed a significant positive effect on external satisfaction but
did not influence overall or internal satisfaction.

Bataineh’s (2014) research indicated a significant difference in JS between genders, with male faculty
members reporting higher satisfaction than their female counterparts. Faculty members with extensive
teaching experience were found to be more satisfied than newer faculty, and those over the age of 45
experienced greater JS than younger colleagues. Tabatabaei et al. (2013) also identified a significant
difference in JS between male and female employees, noting that single and married employees experience
different levels of JS. Mathieu and Zajac (1990) suggested that factors such as age, gender, education
level, managerial position, and tenure within an organization influence organizational commitment and
JS. However, Rapti and Karaj (2012) found no significant relationship between gender, age, education,
and overall JS among teachers (Amarasena et al., 2015). Duong (2014) similarly concluded that male
academics are more satisfied with their jobs than female academics but found no significant differences
in JS based on age, academic qualifications, marital status, or years of experience.

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Figure 1

Theoretical Framework

OC has several measuring scales for research purposes. Drawing from the literature review, the
researcher employs the Organizational Culture Assessment Instrument (OCAI), created by Quinn and
Cameron. This instrument evaluates four types of OC: clan culture, adhocracy culture, market culture,
and hierarchy culture. Also, there is a wide literature review of a DV relationship with JS. The result is
scattered and different in a different environment and culture. It clearly shows that, due to the change
in the context, organization dynamics and culture, it impacts differently on satisfaction level. Based on
a wide literature review we selected age, gender, marital status and experience as our DV for the study.

Materials and Methods

A descriptive research design was formulated to conduct research. For the research, a quantitative
methodology is used for the data collection. All the full-time faculties of higher education institutions
(Graduate and Undergraduate colleges) located at Kathmandu valley with more than 6 months of
experience were used as a population for our study. The researcher used Minnesota Job Satisfaction
Questionnaires and Organizational Culture Questionnaire to measure the construct.

We used a purposive sampling technique to select faculty members from a higher education institution for
our study. The researcher communicated with the management of the educational institutions and visited
the premises. Upon receiving prior approval from the administration and faculty, data were collected
using a standard questionnaire from the available faculty members during our visit. For the purpose of
this study, only faculty members with more than six months of experience in the same institution were
selected.

A final questionnaire was distributed among 110 full-time faculty members of a different higher education
institution. Among them, only 87 respondents completed the research questionnaire. After scrutiny
completed responses, 6 respondent responses were found incomplete thus it was not included for further
analysis. A final sample size 81was used for the study.

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Research Instrument

OC: The data was gathered using standardized questionnaires. To assess organizational culture, the
researcher used Cameron and Quinn’s (1999) Organizational Culture Assessment Instrument (OCAI).
This instrument categorizes respondents into four cultural traits: clan, hierarchy, market, and adhocracy.
It further divides these into six distinct cultural aspects: dominant cultural type, leadership, employee
management, organizational glue, strategic emphases, and criteria for success. The OCAI is widely
utilized by researchers to explore the relationship between culture and various organizational dimensions
within higher education (Fralinger & Olson, 2007; Chong, Ismail & Ramachandran, 2010; Brooks,
2007; Aboajela, 2015; Ferreira & Hill, 2008; Kaufman, 2013).

JS: Minnesota satisfaction questionnaire –short form is used to measure JS. A total of 20 questioners
were used to analyze how employees feel about their present job. A 5- point Likert scale was used to
measure the levels of JS.

Data Analysis and Interpretation

A researcher uses self-administrated questionnaires. All the faculties are requested to complete all the
set of questionnaires by themself. Questionnaires are coded in SPSS 20.0 software. Descriptive statistics
and statistical tests were performed. Frequency and Descriptive analysis have been performed. ANOVA
analysis was performed to shows the relationship of a DV with OC and JS, correlation analysis is used
to analyze the relationship between OC and JS.

Result and Discussion

Reliability of Instruments

The research adopted Cronbach alpha for reliability analysis. All the Cronbach’s alpha values except
for the adhocracy dimension meet the acceptance range. Although Cronbach’s alpha value of adhocracy
culture did not reach 0.7 threshold value proposed by Nunnally (1978), we used it for further analysis
because the OCAI instrument is a well-implemented scale, and much research had performed its validity.
In OCAI we cannot improve alpha by deleting any items. Thus, it was accepted as it is for further
analysis.

Table 1

Cronbach’s Alpha of OC Dimension and JS Dimension

A factor analysis using Principal component analysis and Varimax with Kaiser Normalization
resulted in four factors of JS. Based on the total variance explained statistical analysis, four factors
with an Eigenvalue greater than 1 are extracted and explained 63.84% variance. Components are
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operationalized as work accomplishment, growth, empowerment, and supervision. Cronbach’s alpha

resulted in work accomplishment, growth, empowerment, and supervision are greater than 0.7.

Descriptive Data Analysis

Table 2

Characteristics of the Respondents (n=81)

Table 2 highlighted profiles of the respondent- full-time faculty working at higher education. The total
number of male respondents is 57 (70.4%) and 24 (29.6%) are female responded. All the questioners
were distributed to all the full-time faculty. The above data concludes in higher management education;
female full-time faculty are less than male. The response age varies. Most of the faculty are in the age
of 30-34 years (28%), 25- 29 ages faculty are 22 (27.2%). As per the data, as ages increase the rate of
working as a full-time faculty is decreasing. Most of the faculty are considering working full time in the
initial career. The faculty’s years of experience at the institute play a crucial role in their professional
development.

Organizational Culture Dimension Analysis

Dominant Organizational Characteristics: It analyzes the perception of faculty towards the working
environment of the organization. The Clan and Adhocracy cultures rated with 30 and 27 points. This
indicates that organizational holding more extended family cultures where employees are free to share
among and is a personal place to work. Also, an organization holding an entrepreneurial culture where
employees are free to take a calculated risk and do an experiment on their idea.

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Organizational Leadership Style: It discusses the leadership style of the leaders. The clan, hierarchy
and adhocracy cultures rated 35, 24 and 23 points. This suggests that the leader demonstrates qualities
of mentorship and places a strong emphasis on developing, nurturing, and guiding their employees.
Additionally, the organization is typically viewed as one that embodies mentoring, facilitating, and
nurturing. The leader also exhibits strong coordination and organizational skills, which are essential for
seizing opportunities and ensuring smooth operations.

Management of employees: it analyzes faculties’ perceptions towards the management of the organi-
zation. Higher education institute culture is defined by teamwork and participation. There is collabo-
rative environment and guide by the security of employment, predictability and conformity. Culture is
less defined by competition, achievements and hard-driven competitiveness.

Organizational Glue: It discusses characteristics that help to create a bond with the organization.
The clan and adhocracy culture hold 36 and 24 points. This indicates a strong level of mutual trust and
respect within the higher education institution. They are loyal and committed to the organization and to
each other. An organization with adhocracy culture is more together and committed to innovation and
development.

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Strategic Emphasis: It discusses an organization’s emphasis area. There is openness in the

organization and collaborative participation to develop trust and for the development of the
employees. They emphasize human development. An organization with an adhocracy culture promotes
new things, acquires new resources to explore opportunities along with organization (hierarchy) tries
to make stable, control operations to improve efficiency.

Criteria of Success: This assesses employee perception towards criteria organization uses to measure
success. Higher education institutions prioritize the development of human resources over a competitive
environment. The teamwork is key for success and they concern each other development. The organization
measures its success through the development of its human capital, cultivating teamwork, upholding
employee commitment, and demonstrating care for its workforce.

There is a mixed culture in higher education. Thirty-three percent possess a clan culture, where
people feel pleasant at the workplace and feel like an extended family. A leader is more of a mentor,
and success builds on commitment, teamwork, and continuous development. There is more flexibility in
working practices. Twenty-four percent of respondents feel their OC is an adhocracy culture, where risk-

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taking is promoted by the organization. They thrive on innovation and commitment in the workplace. The
organization encourages individual innovation, and success is measured by new products or the initiation
of value-adding activities. It promotes the entrepreneurial ecosystem within the organization. Twenty
percent feel their OC is a market culture, which focuses on output rather than process. Success is
measured by outcomes such as graduation rates and enrollment rates. They are more competitive in the
market and always oriented towards capturing market share. A leader is more goal oriented. Twenty-
three percent of respondents feel their current OC is a hierarchical culture, characterized by a very
formalized and structured design within the organization.

The Relationship between Demographic Characteristics and Organizational Culture

Gender and Organizational Culture

The findings showed no difference between male and female faculty (F = 2.053, p = .156 > 0.05).
However, female faculty (M = 36.14) perceived the OC as being more of a clan type compared to male
faculty (M = 32.16). Similarly, the results indicated no difference between genders in their perception of
hierarchy culture (F = .167, p = .684 > 0.05) or adhocracy culture (F = .067, p = .797 > 0.05). A statistically
significant difference was found in their perception of market culture (F = 8.958, p = .004 < 0.05).
Female faculty believe that the current OC is more aligned with a clan type, emphasizing a collaborative
environment to foster human development and commitment. In contrast, male faculty view the OC as
more market-oriented, where activities are driven by competition rather than cooperation. These results
are consistent with previous studies, which show that men socialize to maintain dominance and fulfill
their needs (Holt & DeVore, 2005), while women engage in socialization to build connections and meet
their needs (Belias & Koustelious, 2014).

Age and Organizational Culture

The result showed there is no significant difference between age group and perceptions towards different
type of current OC (clan culture, F- 1.59, P=0.173>0.05, market culture, F-1.63, P=0.161>0.05, hierarchy
culture, F-1.93, P=0.99>0.05, adhocracy culture, F-1.91, P=0.103>0.05). Faculties of age group 35-39
years perceived OC as clan culture (M=37.06), 40-44 age group faculties perceive OC as a hierarchy
culture, 45-49 age group perceive organizational culture as market type culture and employee with 50-54
believes that organization culture is adhocracy culture. Thus, perception towards current OC is changing
and different meanings for the different age groups. Contrary to this, research by Chen et al. (2008) and
Ledimo (2015) suggests that younger employees favor a more competitive work environment, whereas
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older employees tend to prefer a more close-knit and intimate workplace setting.

Years of Experience and Organizational Culture

The findings indicated a significant difference between years of experience at the organization and
perceptions of the current market culture (F = 2.62, P = 0.047 < 0.05) as well as the hierarchy culture (F
= 1.93, P = 0.05 < 0.048). The perception of OC is changing as per their perception of the organization.
There is no significant difference in perception towards clan culture (F-1.93, P=0.290>0.05). As per mean
value, 0-2 years of experience employees feel OC as more like market culture (M=23.92), employees
with 2- 4 years of experience feel culture as more like clan culture (M=36.33) whereas employees with
6-8 years of experience fell culture are more adhocracy type (M= 24.16) and employees with 8- above
years of experience feel culture as more like hierarchy culture (M=29.47).

Marital status and Organizational Culture

The result shows there is significant difference between marital status and perceptions towards current
market culture (F- 16.69, P=0.000<0.05) and there is no significant difference between marital status and
perception towards clan culture (F-2.147, P=0.147>0.05), adhocracy culture (F-.609, P=0.437>0.05)
and hierarchy culture (F- 0.143, P= 0.706>0.05). Married employees (M= 34.62) feel that OC is a
more family environment and single employees (M= 24.74) have dominated the market culture section.
Single employees are more driven by competition and growth. This is in contrast to a finding by Sürücü
& Sürücü (2020), which supports that married participants are more innovative and competitive than
single participants. There is nearly the same perception among married and single towards adhocracy
and hierarchy culture.

The Relationship between Demographic Characteristics and JS

Gender and JS

The findings showed there is no statistically significant difference between level of satisfaction of male
and female faculties (F = 1.744, p = 1.9 > 0.05). However, female faculties (M = 3.60, SD = 0.55) are
slightly more satisfied than the male faculty members (M = 3.41, SD = 0.6). While analyzing JS among
four dimensions. It was found that there is no significant difference among gender with accomplishment
satisfaction (F = 3.072, p = 0.084 > 0.05), growth satisfaction (F = 0.724, p = 0.397 > 0.05), supervision
satisfaction (F = 0.767, p = 0.384 > 0.05) and empowerment satisfaction (F = 0.325, p = 0.57 > 0.05).
Results showed female faculties are more satisfied than male in all four JS dimension.

Age and JS

There is no statistically significant difference between age group of academics with their JS (F = 0.371,
p = .867 > 0.05). The result concluded faculties with an age group of 35-39 (M = 3.57, SD = 0.64) are
slightly more satisfied than other age groups.

While analyzing JS based on four dimensions. It was found that there is no significant difference among
the age group with all four-satisfaction dimensions. Faculty members with age group 35-39 (M = 3.57,
SD = 0.64) are slightly more satisfied than other age groups in accomplishment satisfaction, age group

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45-39 (M = 3.7, SD = 0.14) are more satisfied than other age groups in growth satisfaction, age group
30-34 (M = 3.63, SD = 0.7) are slightly more satisfied than other age groups in supervision satisfaction
and age group 25-29 (M = 3.63, SD = 0.68) and 50-54 (M = 3.63, SD = 0.53) are slightly more satisfied
than other age groups in empowerment satisfaction.

Years of Experience and JS

There is no statistically significant difference of JS with years of experience among the academics (F =
1.552, p = 0.196 > 0.05) academics who are new to the institute and having the only experience of 0-2
years (M = 3.69, SD = 0.61) possess high JS than other. While analyzing JS based on four dimensions.
It was found that there is no significant difference among years of experience with all four satisfaction
dimensions. Faculty members with an experience of 2- 4 years (M = 3.68, SD = 0.59) are slightly more
satisfied than others in accomplishment satisfaction, experience of 6- 8 years (M = 3.68, SD = 0.80) are
slightly more satisfied than others in growth, experience of 2- 4 years (M = 3.84, SD = 0.89) are slightly
more satisfied than others in supervision satisfaction and experience of 0-2 years (M = 3.69, SD = 0.79)
are slightly more satisfied than other in empowerment satisfaction.

Marital status and JS

There is no statistically significant difference between marital status and faculty members’ JS (F = 0.578,
p = .449> 0.05). Married faculties (M = 3.50, SD = 0.56) are more satisfied than single faculties (M =
3.39, SD = 0.64). While analyzing JS based on four dimensions. It was found that there is no significant
difference among marital status with all four-satisfaction dimensions. It was found that married faculties
were more satisfied in accomplishment (M = 3.50, SD = 0.64), growth (M = 3.49, SD = 0.72), and
supervision (M = 3.57, SD = 0.73) and single faculties are slightly more satisfied in empowerment (M
= 3.56, SD = 0.66) than married academics.

OC and JS

A stepwise regression analysis was performed to examine the relationship between OC and JS. The
findings showed that OC had a significant impact on overall JS (F = 19.68, p < 0.00), explaining 19.9%
of the variation in JS.

The correlation matrix examining the four dimensions of OC and JS showed that Clan and Adhocracy
cultures had positive linear relationships with JS, whereas Market and Hierarchy cultures were negatively
associated with it. Specifically, there was a significant positive correlation between clan culture and JS
(r = .447, p = 0.000 < 0.01) at the 0.01 level. Clan culture emphasizes human development and fosters a
family-like environment that values personal integrity, mutual respect, and trust. Therefore, enhancing
organizational culture can significantly influence JS.

There is negative significant relationship between hierarchy culture and JS (r=- 0.337, p= 0.002<.01).
An OC that emphasizes formal rules and regulations, standardized processes to maintain efficiency and
tries to maintain strong governance in the organization negatively impact JS of the faculties.

There is a significant negative relationship between market culture and JS (r = -0.353, p = 0.001 <

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0.01). Organizations that are driven by results and goals, define success by measurable outcomes, and
emphasize competitive actions tend to negatively affect JS.

There is no significant relationship between adhocracy culture and JS (r=-0.020, p= 0.857>0.01).

An entrepreneurial environment where employees were allowed to take a risk for the innovation and
development of new services doesn’t show a relationship with overall JS.

Table 3

Correlations Matrix between OC and JS

OC and Four Dimension of JS

A correlation matrix shows the relationship between four types of OC with four dimensions of JS.
There is significant positive relationship with clan culture and three-dimension of JS i.e. Supervision
(r=0.365, p= 0.002<.01), growth (r=0.335, p= 0.002<.01) and accomplishment (r=0.460, p= 0.000<.01)
satisfaction at level of 0.01 and significant relationship with empowerment (r=0.284 p= 0.010<.01)
at 0.05 level. It shows that a friendly environment in the workplace improves all four JS levels of the
employees. Employees are satisfied with their growth, accomplishment, have a good relationship with
the supervisor and had the opportunity to improve themselves.

Table 4

Correlations Matrix between Dimension of OC and JS

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There is no significant relationship between adhocracy cultures with any dimension of JS. In higher
education, introducing entrepreneurial culture doesn’t have an impact on any JS. Market culture has
significant negative relationship with three dimensions of JS i.e. Supervision (r=-0.297, p= 0.007<.01),
Empowerment (r=-0.288, p= 0.009<.01) and Accomplishment (r=-0.371, p= 0.001<.01) satisfaction at
level of 0.01. An education area is a learning place where collaboration and collaboration are valued.
If it is governed by result-oriented and market leadership, it has a negative impact on the satisfaction
level of employees. There will not be filled empowered and relationships with a supervisor will not be
improved and employees will not be able to satisfy their accomplishments in the workplace. Market
culture doesn’t have a significant relationship with growth satisfaction. Adhocracy culture doesn’t have a
significant relationship with any dimension of JS. Hierarchy culture has negative significant relationship
with Empowerment (r=-0.221, p= 0.047<.05), Supervision (r=-0.272, p= 0.014<.05) at 0.05 level and
Growth ((r=-0.319, p= 0.004<.01), Accomplishment (r=-0.303, p= 0.006<.01) at 0.01 level. When the
higher education management and structure is a top-down approach, imposed by excessive formal
rules and regulations, procedures governed, employees are dissatisfied with their work. Employees who
work in a controlled environment don’t show satisfaction with their jobs.

Conclusion and Suggestions

There is a lack of comprehensive understanding regarding the link between demographic factors and
OC and JS among higher education academicians in Nepal. Thus, this study seeks to investigate how
DV like age, gender, years of experience, and marital status impact OC and JS. It also aims to explore
the connection between OC and JS. The research is centered on full-time faculty members working in
colleges/universities located in Kathmandu.

OC is constructed based on Cameron and Quinn typology i.e. market, hierarchy, adhocracy, and clan
culture. The most dominant OC is the clan culture in higher education (Tierney, 1988; Lacatus, 2013).
A diverse range of OC can be found in higher education institutions. All the institutes are offering the
same degree, but the OC, which holds all the employees together, is vastly different. Some organizations
are more focusing on a new product, new program, new teaching methodology, some are more focusing
on strengthening their own process and others are performing and operating under formal rules and
regulation. Higher education is developing through diverse OC.

The overall JS level of academicians is 3.47 on a 5-point Likert scale. It shows that academicians are
happy with their job. However, it was found that academicians are less satisfied with the growth (mean
= 3.38) opportunity presented in the job thus it indicates that management should provide them ample
opportunities to grow in the organization. There was no statistically significant relationship of gender
with clan and hierarchy culture, but it shows a statistically significant relationship with market culture.
Such that the male and female academicians view OC differently in a result-oriented organization. Such
an age of employees does not impact on perception towards OC. Further, the result concluded more
years of experience in organization, perception about culture changes.

Prajapati et al. Effects of demographic… 37

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Academicians in their early academic careers are more focused on growth and supervision. If they
got an opportunity to grow and guidance and support for supervisors, they tend to be more satisfied.
Married employees are found to be more satisfied with their sense of accomplishment, empowerment
and supervision whereas single employees tend to be more focused on growth opportunities. Female
academicians are slightly more satisfied than their male counterparts Thus, management should design
job description accordingly so that it addresses these concerns. A friendly culture like an extended
family environment increases the JS of academicians. Hierarchy culture has a negative association
with all four dimensions of JS. Thus, management must change and adjust their OC to improve their
employees’ level of satisfaction.

Understanding how elements such as age, gender, experience, and marital status influence perceptions
of culture and satisfaction can help tailor management practices to enhance employee engagement and
retention. By acknowledging these differences, institutions can cultivate a more inclusive and supportive
culture that aligns with the diverse needs of their faculty members. For society, particularly within
educational institutions, the study sheds light on the importance of cultivating inclusive and helping
environments that consider the diverse needs and preferences of faculty members. By acknowledging
and addressing these demographic influences, higher education institutions can enhance faculty well-
being, cultivate a more positive OC and ultimately improve the quality of education delivered to students.

This research has some limitations. All the respondents were employed at higher management colleges
in Kathmandu city, so the results may not be generalizable to other fields. The primary respondents were
full-time faculty in higher education, and obtaining an adequate number of participants was a significant
challenge, as higher education institutions in the Kathmandu area rely more on part-time faculty than
full-time faculty. Additionally, the self-administered questionnaires were lengthy, requiring respondents
to manually assign each item a score out of 100 and ensure that the sum for each category equaled 100.
This may have introduced biases due to consistency effects. For future research, qualitative studies
could be conducted to gain fresh perspectives on JS and OC.

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