Relationship of role conflict and role ambiguity to selected job dimensions among joint appointees

Relationship of Role Conflict and Role Ambiguity to Selected Job Dimensions Among Joint Appointees SONIA

ACORN,

The purpose of this study was to examine perceptions of role conflict and role ambiguity experienced by nurse faculty in joint academic-clinical appointments and non-joint-appointed faculty (traditional faculty), and to examine the relationships of these two constructs with social support, job satisfaction, and propensity to leave the joint appointment. Scholarly productivity of the two groups was also examined. Five hypotheses were proposed. The sample (N = 113) was drawn from the five Canadian university nursing faculties with the largest proportion of joint academic-clinical appointees. Findings indicate that assuming a joint appointment does not necessarily lead to an increase in role conflict and role ambiguity, and that joint appointees do not differ from traditional faculty in levels of role conflict and role ambiguity, scholarly productivity levels, or job satisfaction. Within the joint-appointee group (N = 33), role conflict was significantly higher than role ambiguity, both role conflict and role ambiguity had an adverse effect on job satisfaction and are determinents of intent to leave the joint appointment. In addition, social support was found to have a buffering effect on role conflict. (index words: Role conflict; Role ambiguity; Faculty practice; Joint appointments) J Prof Nurs 7:227-227, 1997. Copyright 0 7991 by W.6. Saunders Company

D

URING

THE PAST DECADE,

has been promoted

sion. Different include

the unification

Rochester

within

and

Rush

model University

(Christman,

1980), and joint appointments,

junct

or shared

1981; Joel,

appointments

1985;

Royle

(Acorn, & Crooks,

types of practice

include

practices

1980; Free & Mills,

(Frazer,

profes-

arrangements

of the University

Ford,

private

of

1980; Nichols, practice

1985). Moonlighting

on a part-time

tice (Diers,

1980).

Although

much

bent. tice.

there has been little research

was concerned

appointment

In a joint

faculty

with

the joint

in addition of teaching,

appointment,

the

to the traditional

role

research, and publication,

must also assume a role in a service setting. be shared ment

between

the two agencies

may be non-cost

pointments

reported

self-confidence, and enhancement Davis include

shared.

in the quality

& Tomney,

1982).

work overload,

poor understanding

include

realistic

Costs may

or the appoint-

Benefits

by faculty

a more

aca-

as a form of faculty prac-

academic-clinical

member,

responsibilities

on the various

and their effect on the role incum-

This study

demic-clinical

separate

form of faculty prac-

has been written

types of faculty practice, on the outcomes

in which faculty

basis in a position

from their faculty role, is another

of joint

approach,

of care (Arpin,

Problem

ap-

an increase in

teaching

unrealistic

198 1;

areas identified expectations,

and

of joint appointments.

Literature

Review

An individual in a joint appointment, with responsibilities in two separate agencies, is in a multiple role situation

1979;

1964).

also called ad-

unique

(Kahn,

1988; Arpin,

role incumbent. dividual

practices

Other

and group

1985; Rasmus-

*Assistant Professor, School of Nursing, The University of British Columbia, Vancouver, British Columbia. This research was supported by a grant from the Canadian Nurses’ Foundation. Address correspondence to Dr Acorn: School of Nursing, The University of British Columbia, TF 301-2211 Wesbrook Mall, Vancouver, British Columbia V6T 2B5, Copyright 0 1991 by W.B. Saunders Company 8755-7223/91/0704-0010$03.00/0

Vol 7, No 4 (July-August),

Wolfe,

Quinn,

Fulfilling a multiple stresses and expectations

1985).

sen, 1984) and school-run services in which faculty and students provide nursing care to clients (Diers,

Journal of Professional Nursing,

PHD*

faculty practice

the nursing

types of faculty practice

RN,

Role conflict

is required

expectations

Snoek, & Rosenthal, role contributes to being placed on the is present

when an in-

to fill two or more roles and when

are in some way inconsistent

al., 1964). Both role ambiguity

(Kahn

and role conflict

et

were

found to be widespread among American industrial wage earners, and may contribute to job dissatisfaction and propensity to leave the organization (Kahn et al., 1964; Getzels & Guba, 1954). However, Campaniello (1988) found that the occupancy of multiple roles does not increase perceived role conflict, but rather it is a particular role that contributes to the conflict. In the study, professional nurses who returned to a formal program of education found the addition of the student role a positive experience, and 1991: pp 221-227

221

222

SONIA ACORN

the role of parent,

more than any other,

source of conflict. returning

The relative role conflict

social supports

lessed perceived

importance reports

of each of the constructs, Role ambi-

satisfaction found;

than was role conflict 1970).

In another

role conflict

job satisfaction, tion between & Tosi,

(Rizto,

study

to job

House,

&

the opposite

was significantly

related

but there was no significant

job satisfaction

was

to low correla-

and role ambiguity

appointments

the importance Dickens

of social support

(1983)

surveyed

of bachelor’s_

and

in practice.

of joint

appointments,

tice, or nursing little

support

Faculty

practice

private

clinics.

examine

of role conflict

perceptions

clinical

satisfaction, ment.

faculty),

group

prac-

in joint

academicfac-

the relation-

with social support,

job

to leave the joint appoint-

Scholarly productivity

was also examined.

Five

were proposed. conflict

and

role ambiguity

higher for joint academic-clinical than for traditional

appointees

to be able to main-

will

be

appointees

faculty. will be higher for joint

than for traditional

faculty.

3. Job satisfaction will be higher for joint pointees than for traditional faculty. 4. Within

that faculty

role.

the joint-appointee

flict will be greater

group,

ap-

role con-

than role ambiguity.

group, role con5. Within the joint-appointee flict and role ambiguity will be inversely related to perceived

clear and appropriate support to be able to maintain a practice role.

social support

and positively

isfaction, . . . faculty

and role ambigu-

and to examine

2. Scholarly productivity

found that there was

support

faculty

and propensity

hypotheses

became the

of the study was to

and non-joint-appointed

ships of these two constructs

in

was in the form

and concluded

by nurse

appointments

ulty (traditional

113 nurse

higher-degree

practice,

Dickens

for practice

need clear and appropriate tain a practice

as a form of faculty practice The purpose

schools in the southwestern United States to determine mechanisms of social support available to faculty engaged

joint academic-clinical

focus of this study.

1. Role

practice,

administrators

research on the topic,

(Tosi

1970).

Recognizing faculty

related

limited

ity experienced

to job satisfaction

in the literature.

was found to be more negatively

Lirtzman,

for the

role conflict.

and role ambiguity,

has conflicting guity

Increased

student

was a major

and job sat-

related

to propensity

to leave the joint appointment.

need

Methods PROCEDURE

Facilitation

of clinical

research is a frequently

reason for joint appointments 1985). Although no research scholarly studies

productivity

in joint

assessed scholarly

ulties. Nieswiadomy ucators, found that were currently

cited

(Arpin, 1981; Joel, was found studying appointees,

productivity

several

in nursing

fac-

(1984), in a study of nurse edonly 25 per cent of the sample

involved

in research.

Significant

rela-

tionships were found between measures of research productivity and educational level, academic rank,

An initial stitutions

survey of Canadian

found

academic-clinical

portion

of faculty

lowing

for a number

deans and directors mail requesting ployed faculty; sample

publishing research articles, publishing non-research articles, and presenting papers at regional and national meetings. Less productivity was demonstrated in obtaining externally funded research grants, presenting research findings by means of poster presentations, and contributing chapters to books. In light of the emphasis on faculty practice and the

in-

the use of joint

(Acorn,

1988).

The

study was drawn from the five reporting

the largest pro-

in joint-appointment

make meaningful

Creswell(l988)

in

appointments

sample for the present

degree-granting

ten reported

of these schools of nursing

and numbers of years of teaching experience. Studying a group of nurse researchers, Megel, Langston, and found them to be most productive

that

of joint

appointees

comparisons

between

positions, adequate groups.

of each school were contacted

names and addresses of full-time all responded

of 162. The study

resulting instrument,

alto The by em-

in a potential along

with a

cover letter explaining the purposes of the study, assuring confidentiality, and inviting participation, was sent to each faculty member. Individuals were asked to return the completed questionnaire in a preaddressed, stamped envelope. Four weeks after the questionnaires were mailed a follow-up reminder letter was sent to those who had not responded.

CONFLICT AND AMBIGUITY

223

IN JOINT APPOINTEES

STUDY INSTRUMENT

mation,

Role conflict was defined as the degree of incongruity or incompatibility role (House

of expectations

& Ritzo,

fined as the extent ing

1972).

by R&o,

tain

ranging

index initially and

developed

Lirtzman

Respondents

and

(1970).

were asked to of

on a five-point

scale

to “not at all true.”

Both

score for each of the two con-

structs

was calculated

to provide

of perceived

role conflict

an indication

and role ambiguity

constructs

(Lambert

of the

or ambiguity.

Al-

correlate with

they have been factorially

independent

identified

& Lambert,

91 technical

workers, group)

role ambiguity measures used;

Rizzo et al. reported

of .82 for the role conflict

(managerial

separately, included

(1983) meta-analysis,

group)

.78

for the

has been widely in the Fisher

Van Sell, Brief,

(198 l), in a review of the literature

role conflict

and

and

all but five used some

form of the Rizzo et al. instrument. and Schuler

numerous

role ambiguity,

samples.

Alpha

social support the investigator

(Cohen

in response

of available

to questions

support.

on to 5

regarding

The alpha level in the

study sample was .73.

determined

coefficients

was assessed by questions

from

agree) stating,

my job” (Arnold

by a single

1 (strongly

cation.

faculty Scholarly

& Feldman,

1982). as the output

in the areas of research productivity

measures

bers of research and non-research

by

and based on the work of Dickens

(1983). The survey instrument developed by Dickens used the conceptualizations of supportive behaviors offered by House ( 198 1): informational support, emotional support, instrumental support, and appraisal support. informational support is the provision of advice, suggestions, directives, and information. Emotional support is the provision of trust, concern, and empathy. Instrumental support is behavior that directly assists a person in need by the provision of money, time, or by modifying the environment. Appraisal support is the provision of information regarding affir-

presentations,

and external

these were the measures fined

and

chapters

conference

of scholarly

used by Megel,

were: num-

articles published

research

grants

Propensity to leave (the joint fined as the intent

in in

poster

received;

productivity

Langston,

of

and publi-

de-

and Creswall

(1988). Each item was measured separately measures were for the previous three years.

the position

to 7

“All in all I am satisfied with

Scholarly productivity was defined university

item with

disagree)

papers presented,

Perceived

developed

(strongly

scale

books, conference

in the present

1985).

Job satisfaction was measured a response

the

as the resources provided & Syme,

Although role conflict and role ambiguity correlate with each other, they have been factorial/y identified as independent constructs . . .

books and monographs,

scale, and .79 for role ambiguity. by other persons

feedback

from 1 = “never”

refereed journals,

were .82 for the role conflict

Social support was defined

scale ranging

= “all the time” perception

eg, receiving

of

Each of the eight items was scored

on

Rizzo et al. scale to be a valid and reliable scale across sample of nurse faculty

on a five-point

availability

and

scale. The Rizzo et al. scale, which

of the 43 studies

Gitelson

as

reliability

scale and

and .81 (technical

each construct

support,

work performance.

eg,

1988;

Rizto et al., 1970). In a study of 199 managerial estimates

and (4) appraisal

time spent in the service

support,

(reversed) were scored

amount

each other,

eg,

with whom one can discuss work concerns;

and role ambiguity

role conflict

support,

someone

so that the greater the score, the greater the conflict or

though

(2) instrumental

of expectations;

were mea-

by responding

A mean

clarity

and role ambiguity

from “very true”

ambiguity.

on eg,

altered to facilitate

regard-

the extent to which each item is descriptive

role conflict

focused support,

(3) emotional

is lacking

to role conff ict and six items per-

their job situations

instrument

(1) informational

agency;

to role ambiguity.

indicate

study

these types of support: schedule

House,

Eight items pertain

in the present

or social comparison.

of perfor-

sured with the 14-item validated

performance,

consequences

and

Role conflict

Items

with the

Role ambiguity was de-

to which clarity

job expectations

mance.

associated

feedback,

appointment)

and the was de-

to leave the service agency part of

and revert to a traditional

faculty

posi-

tion. Propensity to leave the joint appointment was measured by a single item adapted from the threeitem instrument developed by Ferris and Rowland (1987). Responses were on a scale of 1 to 4 with a high score indicating intention to leave the joint appointment . Content validity was established by having the questionnaire reviewed by three nurses experienced in nursing education and practice settings; format, length, content, and relevance of items to the research questions were assessed. The refined questionnaire

224

SONIA ACORN

was

then pilot tested by four nurse faculty

in joint-appointment

positions,

part of the sample. statistics,

Hotellings

alpha

measures:

T,

role conflict,

appointees

Results (75.9

questionnaires

were received

questionnaires

did not meet full-time sulted

members.

criteria:

Ten of

(1) employed

basis, and (2) if a joint

pointment

from 123

were deleted because they

the study

the ap-

had to be with a service agency.

This re-

size of 113 (69.8

per cent).

(N = 33); role ambiguity

for joint

appointees

structs).

The multiple

role ambiguity; niello

(29 per cent) were in a joint academic-

appointment

traditional

held a doctorate master’s

Thirteen

rank of professor, maining

(37.5 per cent)

degree and 70 (62.5 per cent) held a

degree.

ciate professor

Forty-two (11.5

per cent)

held

the

with 44 (39 per cent) in the asso-

years (Table ductive

The differences .05).

levels

between

responsibilities

were 41 to 45, 16 (I4 per cent) were 46 to 50, and 33

research

(29 per cent) were 5 1 and over. They were experienced

pointments.

years university

teaching

experience.

67, (59 per cent) were tenured,

The majority,

and 45 (40 per cent)

HYPOTHESIS 1: ROLE CONFLICT AND ROLE AMBIGUITY WILL BE HlGHER FOR JOINT ACADEMIC-CLINICAL APPOINTEES THAN FOR TRADlTlONAL FACULTY

Although

the differences

TABLE

1.

Scholarly

were not significant

(P <

and role ambiguity

scores

Productivity

in

between

productivity,

chap-

and num-

in the past 3

were more propapers

in scholarly appointees

presented. productivity

and traditional

joint appointees

activities

to their

and non-

the two groups did not differ

the joint

research

than

roles, a stated

while

adding

are able service

they do not excel in outcome

of joint

ap-

11 or more

were nontenured.

.05), both the role conflict

received faculty

faculty suggest that although to maintain

36 and 40 years of age; 33 (29 per cent)

of research

of conference

The similarity

were between

with 53 (47 per cent) reporting

roles,

papers presented,

1). Traditional

cent), were under the age of 35, while 17 (15 per cent)

teachers,

or

of Campa-

multiple

in refereed journals,

research grants

in number

(P <

13, (12 per

in numbers

published

bers of external

The re-

of faculty,

the findings that

faculty were more productive

ters in books, conference

or other

number

professor

role conflict

do not affect role conflict.

faculty

rank.

A small

by joint appoin-

HYPOTHESIS 2: SCHOLARLY PRODUCTlVlTY WILL BE HIGHER FOR JOINT APPOINTEES THAN FOR TRADlTlONAL FACULTY

12 (10 per cent) were in the lecturer

category.

and assistant

(SD, .74)

1 to 5 for both con-

roles assumed

who reported

research articles

and 80 (7 1 per cent) were in a

faculty position.

scores were 2.17

and 2.09

(scale from

and of themselves,

traditional clinical

faculty

this supports

(1988),

Joint-appointed

DEMOGRAPHICS

Thirty-three

.97) for tradi-

on a

appointee,

in a final sample

(SD,

tees do not appear to affect perceived

per cent) of the 162 faculty

the returned

than for the joint-

the reverse of what was predicted.

scores were 2.77

(SD, .7 1) for traditional

and social

support.

Completed

faculty,

faculty

tional faculty (N = 80) and 2.59 (SD, .84) for joint

correlations.

on the following

role ambiguity,

for traditional

Role conflict

by descriptive

and

was performed

appointed

who were not

Data were analyzed

t tests,

Cronbach’s

but

were higher

who were

HYPOTHESIS 3: JOB SATlSFACTlON WILL BE HIGHER FOR JOINT APPOINTEES THAN FOR TRADITIONAL FACULTY

Although

job satisfaction

scores were higher

for

joint appointees (mean, 5.85) on a seven-point scale, there was no significant difference (P < .05) from the level of job satisfaction

for traditional

faculty

(mean,

5.61).

of Joint Appointees and Traditional

Faculty

Mean Scores Last 3 Years Traditional Faculty (N = 80)

Joint Appointees (N = 33) Performance

Measure

Research article in refereed journals Non-research articles in refereed journals Chapters in books Books Conference papers presented Conferences poster presentations External research grants

X

SD

X

SD

2.30 0.94 1.06 0.21 6.70 1.39 2.67

4.97

2.20 0.77 0.65 0.19 4.85 1.50 2.23

3.56 1.13 1.27 0.68 5.89 2.13 1.97

1.22 2.22 0.74 5.33 1.78 1.78

225

CONFLICT AND AMBIGUITY IN JOINT APPOINTEES

HYPOTHESIS 4: WITHIN THE JOINT-APPOINTEE GROUP, ROLE CONFLICT WILL BE GREATER THAN ROLE AMBIGUITY

Results

indicated

that

perceived

higher

than

role ambiguity

significantly Table

2), thus supporting

gests some incongruity pectations

role conflict

a role

conflict

groups

who

item--“1 operate

the differences

work

quite

between

is that the

of all items was

with

two or more

differently”-suggesting

the two organizations,

educa-

tion and service. HYPOTHESIS 5: WITHIN THE JOINT-APPOINTEE GROUP, ROLE CONFLICT AND ROLE AMBIGUITY WILL BE INVERSELY RELATED TO PERCEIVED SOCIAL SUPPORT AND JOB SATISFACTION, AND POSlTlVELY RELATED TO PROPENSITY TO LEAVE THE JOINT APPOINTMENT

Relationships

between

ity, job satisfaction,

role conflict,

social support,

leave the joint appointment correlation

coefficients

and role ambiguity decreased faction

role ambigu-

and propensity

(Table

to

3). Both role conflict

were significantly

Role conflict* Role ambiguity+ Social SUPPOflS Propensity to leaves Job satisfaction”

- .5 1 (P <. 0 l),

1988), who reported between

role conflict between

isfaction

in this study

similar

to those reported relationship

social support

suggests

1988), who

a correlation

(P C.05)were

- .35

by both Scalti

and Burke

between

role conflict

that increased

support

and

for the

and role ambiguity

also found to be significantly

correlated

leave the joint appointment,

with role ambiguity

of the two relationships.

were

with desire to

This finding

the sug-

Role Conflict and Role Ambiguity of Joint Appointees (N = 33) Mean Scores

Roleconflict

Role ambiguity

(6 items)

(6 items)

2.59

3.33

.79

1.69

77

5.85

.71

gests that unclarified

,507

4

3

5

1.00

-.39’

-.09

.32*

1.00

.41*

-.5iT

-.ia

- .35

1.00

.09

expectations

variate

expectations

analysis

-.44’

1.00

are a stronger

in determining

appointment.

force the in-

Further

was not done because

multi-

of the sample

site.

Summary and Conclusions

the variables

of role conflict

and role ambiguity

of job satisfaction,

social support,

arly productivity, appointment,

and propensity

were examined

sample included

role conflict

X

.74

Perceptions

and job sat-

flict. Increased

2.

2.09

2

of .36 (P

results in decreased perceived role con-

TABLE

1.00

than conflicting

joint appointee

stronger

a4

tent to leave the joint

was stronger

role ambiguity

(1988). The inverse

2.59

with

and job dissatisfaction.

The correlations found

1

*P < .05. tP < .Ol. +Scale range is 1 to 5; higher score, more conflict and/or ambiguity and/or social support. §Scale range is 1 to 4; higher score, plan to leave. IkScale range is 1 to 7; higher score, more satisfied with job.

reported a correlation of - .40 (P <.O 1) between role conflict and job satisfaction, and that of Burke (Burke <.OOl)

SD

satis-

correlated

The role conflict-job

than that found by Scalzi (Burke & Scalti,

& Scalzi,

x

were assessed by Pearson

job satisfaction. correlation,

Means, Standard Deviations, and Correlations Between Role Conflict, Role Ambiguity, Social Support, Propensity to Leave the Joint Appointment, and Job Satisfaction in Joint Appointees (N = 33)

in role ex-

Of interest

single scale item that was the highest

.Ol,

This sug-

or incompatibility

of joint appointees.

3.

was

(P <

the hypothesis.

TABLE

five Canadian highest

university

proportion

The study

nurse faculty from the

schools of nursing

with the

of joint academic-clinical

appoin-

tees. Thus, the results may not be generalized settings

or other groups

Analysis lowing

prepared,

tenured

teaching

faculty position.

this study indicate

.d the folassistant

experience

who is

The major findings

the following:

1. Multiple

P-Talled

SD

X

SD

t

P

0.84

2.09

0.74

3.65

001’

NOTE: Rating scale ranges from 1 to 5 with the higher score reflecting higher role conflict and role ambiguity *Significant at P < 01.

or

4 1 to 45 years of age with between

6 to 10 years of university in a traditional

data demonstr-.

profile (based on means and medi-

ans): a masters-degree associate professor,

to other

of nurses.

of demographic

composite

schol-

to leave the joint

in this study.

only full-time

and

role involvement does not necessarily lead to role conflict or role ambiguity.

2. Joint academic-clinical appointees do not differ from traditional faculty in levels of role conflict and role ambiguity, scholarly productivity levels, or job satisfaction.

of

226

3.

SONIAACORN

For joint

appointees,

(1) both

between

can have an adverse effect

role ambiguity

and job satisfaction.

on job satisfaction

and are determinants

should attempt

to identify

intent conflict

to leave the joint appointment, is more prevalent

the presence Although biguity

ity contribute

to job dissatisfaction

the joint appointment,

tential

by

and role am-

and intent

to leave level.

make

every effort

to clarify

of joint appointees

and monitor

the pres-

and ambiguity

tional levels. Social support to role conflict,

to prevent

dysfunc-

Future

and

research

levels at which role conflict

become adverse or dysfunctional.

strategies

to assist administrators to identify

will function

successfully

in a multiple

be beneficial

to the facilitation

and po-

individuals

who

role would also

of joint appointments

and faculty. Scholarly appointees

productivity

except conference

productivity

should be monitored

ferences between

for joint

faculty on all measures

poster presentations.

data on the scholarly pointees

levels are higher

than for traditional

This baseline

levels of joint

to determine

joint appointees

ap-

if the dif-

and traditional

fac-

ulty increase with time.

appears to be a mediating

suggesting

that support

and peers can alleviate from this study contribute

Acknowledgment

from

the dysfunc-

effects of role conflict.

Findings

joint

role conflict

appointees

it

and role ambigu-

they are at a problematic

should

ence of conflict

administration

Assessment

and does not present problems,

that when role conflict

variable

is buffered

some degree of role conflict

is suggested

expectations

and role ambiguity

(2) role

of social support.

is inevitable

Administration

of

than role ambigu-

ity, and (3) this role conflict

tional

research on the relationship

role conflict

and role ambiguity

to the body of

The author would like to thank Dr Judith Maurin, the University of Utah, for her helpful comments regarding the manuscript.

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Arpin, K. E. (1981). Joint appointments: Strengthening the clinical practice component in nursing education programmes. Nursing Papffs, 13, 9- 14. Burke, G. C., & Scalzi, C. C. (1988). Role stress in hospital executives and nurse executives. Health Care Management Review, 13, 67-72.

Campaniello, J. A. (1988). When professional nurses return to school: A study of role conflict and well-being in multiple role women. Journal of Professional Nursing, 4, 136-140.

Christman,

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