Linking undergraduate professional identity development in engineering to major embeddedness and persistence

How Does Enlistment Motivation Shape Organizational Commitment? The Role of Career Identity and Organizational Support

This study, based on the integrative model of commitment and motivation and organizational support theory, examined the mechanism of intrinsic and extrinsic enlistment motivation on three facets of organizational commitment. A three-wave field questionnaire survey was conducted among 1606 Reserve Officers' Training Corps cadets from Chinese universities. The results showed that both intrinsic and extrinsic motivation positively predicted affective commitment, normative commitment, and continuous commitment. The positive effect of intrinsic motivation was stronger than extrinsic motivation. However, the interactive effect of intrinsic and extrinsic motivation negatively predicted the three aspects of organizational commitment. Career identity mediated all the direct effects above. Moreover, organizational support moderated the effects of intrinsic and extrinsic motivation on career identity. When organizational support was low, the positive effect of intrinsic motivation on career identity was stronger; whereas, when organizational support was high, the positive effect of extrinsic motivation on career identity was stronger. Furthermore, extrinsic motivation and organizational support jointly moderated the effect of intrinsic motivation on career identity and the mediating effects between intrinsic motivation and the three facets of organizational commitment. Specifically, when extrinsic motivation and organizational support were low, the direct and mediating effects above were stronger.

Internationalization, cultural appreciation and institutional governmentality for quality control in transnational higher education cooperation: An empirical assessment

This article examines the dynamic mechanism of cultural appreciation and institutional governmentality to ensure successful quality control in a transnational higher education collaboration context. Adopting participatory action research and a case study approach, this paper investigates the quality control system in a Chinese tourism university. The present study finds that mutual cultural appreciation, responsible government guidance and institutional governmentality are essential quality control measures for transnational higher education cooperation. The quality control system is suggested to be established to enrich and improve the quality standards of joint international higher education collaboration. This study proposes to expand the international influence and recognition of China-foreign education collaboration through quality international exchange and cooperation.