The life of any organization is not only manifested through its activities, but also by subjective states that its members live and shape its human dimension. Involved in carrying out different activities, the TTD’s academic human resource interact and cooperate, their work is accompanied by all kinds of experiences: dissatisfaction-satisfaction, happiness-sadness, confidence-deterrence, etc. These states are the subjective dimension of work, influencing, at a high level, the overall condition and the smooth running of the organization, its performance.human resources, quality assurance, educational management

Andrei, Olivia

Bologa, Lia

Mihaescu, Diana

Mihaescu, Liviu

English

Research Papers in Economics

STUDY REGARDING THE INCREASING OF HUMAN RESOURCE QUALITY IN 
ACADEMIC ACTIVITY
Lecturer PhD.c. Diana Mihaescu
Senior lecturer PhD Liviu Mihaescu
Lecturer PhD.c. Andrei Olivia
Assistant PhD.c. Lia Bologa
“Lucian Blaga” University of Sibiu
Abstract: The life of any organization is not only manifested through its activities, but also by 
subjective states that its members live and shape its human dimension. Involved in carrying out 
different activities, the TTD’s academic human resource interact and cooperate, their work is 
accompanied  by  all  kinds  of  experiences:  dissatisfaction-satisfaction,  happiness-sadness, 
confidence-deterrence, etc. These states are the subjective dimension of work, influencing, at a 
high level, the overall condition and the smooth running of the organization, its performance.
JEL: M12, M14, M52, I23
Into  the  modern  society,  education  is  constituted  as  a  particular  subsystem  that  is 
ultimately under the laws of operation and development of the global system. Therefore, the 
problems of the educational organizations culture must be placed in the context of the society’s
general problems in which the academic institution exists and operates. In this context, the effect 
of  the  succession  of  the  historical  events,  the  current  education  system  in  Romania  and,  in 
particular,  organizational  culture  of  academic  institutions  aggregates  "heavy"  trends, latent 
elements, factors of  change that  act  simultaneously
1.  Normally this  overlapping of  elements 
more or less contradictory forms are found in extremely nuanced organizational culture in the
Romanian school.
In this  organizational  culture,  we  can  mention:  the  influence of  totalitarianism  - that 
propagate their presence through perceptions, mentalities, attitudes, behaviours - found at the 
level  of  the  actors  of  the  educational  organizations; the  dormant  potential  and  with  a  high 
potential of upgrading the traditional cultural elements who lost influence or have been devalued 
during the  dictatorial  regime; the  appearance  - in  the  decade of  "transition"  - of  some  new 
cultural factors as the effect of specific social context and the opening to the exterior.
The life of any organization is not only manifested through its activities, but also by 
subjective states that its members live and shape its human dimension.
Involved in carrying out different activities, the TTD’s academic human resource interact 
and  cooperate,  their  work  is  accompanied  by  all  kinds  of  experiences:  dissatisfaction-
satisfaction,  happiness-sadness,  confidence-deterrence,  etc
2.  These  states  are  the  subjective 
dimension of work, influencing, at a high level, the overall condition and the smooth running of 
the  organization,  its  performance.  These  subjective  phenomena  are  what  were called  the 
organization’s climate
3. 
By the term climate at TTD’s level it is integrated the concepts of intellectual and moral 
atmosphere that reigns at the academic staff level, all the collective perceptions and emotions in 
the  TTD.  Through  them,  the teachers  show their attitudes  towards  the  functioning  of  the 
                                                
1 Atanasiu G. M., Managementul internaţional şi asigurarea calităţii în învăţământul superior, Editura Economică, 
Bucureşti, 2000;
2 Diana Mihaescu, Olivia Andrei, Lia Ilie-Bologa, Unele aspecte privind evaluarea cadrului didactic preuniversitar 
prin climatul psihopedagogic - o abordare din perspectiva mutaţiilor din învăţământul românesc, în Psihologia şi 
Aderarea Europeană, Cercetări şi aplicaţii în psihologie, Simpozionul Internaţional: ediţia a XV a, Ed. Augusta, 
Timişoara, 2006;
3 Păun E., Şcoala-Abordare sociopedagogică, Ed. Polirom, Iaşi, 1999;organization, colleagues, managers etc. The climate expresses the circumstances generated by 
the confrontation  between  the  employees’  expectations  and  working  and  living  conditions 
offered by the organization
1. The climate at TTD expressed subjective conditions, particularly by 
emotional and moral factors. This is a state of collective psychology, a group phenomenon, a 
state of collective contagion that objectivize in what can be called human environment of the 
organization. 
The climate is the group’s morale. Moreover, the two terms are often used as synonyms, 
although  we  have  to  mention that,  while  climate  refers  only  to  collective  realities  (groups, 
organizations), morale may be a descriptor for individuals also. Thus, we can talk about the 
climate at TTD, but not a climate of a teacher, while "the teacher’s moral", is an expression 
indicating its psycho- affective state, what can occur in an extremely broad and diverse way . 
Often a teacher’s morale can be the expression of a climate in which he/she lives and works
2. 
The climate is a latent variable, which is gradually structured and gets involved in the 
relationship between teachers and their work environment.  Its manifestations  may be caught 
more  intuitive  than  as  objective  circumstances.  That  is  why,  they  rarely  can  be  rigorously 
described. They represent the atmosphere inside an organization, which consists of intangible
elements impregnated with what surrounds us and gives some specific, some subjective identity-
intuitive organization. 
While  the  organization's  culture  is  more  dominant  objective  dimension  that  can  be 
captured more rigorous in the teachers’ behavior, the climate is a subjective dimension of the 
TTD. Of course, this  distinction should be taken with  a degree of relativity. The climate is 
strongly subjective, since it involves the meanings that teachers gives to the one with which they
interact and various particular situations faced. Therefore, in most cases, climate is contextual, a 
certain stability, an increased dynamic. It can add the next specific element to the TTD’s climate, 
which  is  influenced  by  the  extra - organizational environment,  academic  human  resource 
bringing with it the TTD the feelings generated by the extra- professional situations (family, 
friends groups, etc.)
3.
The climate is a powerful mobilizing factor (or demobilization) of the employees from an 
organization. It may have positive values, and in this case, is a supportive factor, or negative 
values and becomes a disturbing factor.
By its particulars, the TTD is an organization where the climate is a key variable that 
affects the quality of educational activities as a whole, but especially the performance of teachers 
and students.
The analysis’s climate at TTD was realized starting from the academic human resource’s 
structure of the DPPD (Table no.1). Thus, the work of teaching at TTD is developed by 14 
teachers, but only 11 were part of the sample.
Table no.1
The structure of TTD’s teachers having in view the degrees
                                                
1 Joiţa Elena, Management educaţional. Profesorul manager: roluri şi metodologie, Ed. Polirom, Iaşi, 2000;
2 Becker G. S., Capitalul uman. O analiză teoretică şi empirică cu referire specială la educaţie, Ed. ALL, Bucureşti, 
1997;
3 Liviu Mihaescu, Diana Mihaescu, Andrei Olivia, Lia Ilie Bologa, The Analyses of the Teacher’s Activities Facing 
with Efficiency, International Conferences, Venice, Italy, November 21-23, EDU 08;
No. Teachers Number
1. Professor PHD 3
2. Senior lecturer PHD 2
3.  Lecturer PHD 2
4. Lecturer, PHD candidate 2
5. Assistant,  PHD candidate 2To catch the issues related to the TTD’s climate, was applied a questionnaire “The fellow-
like questionnaire of evaluation the climate”, for all the TTD’s members. The questionnaire 
contains 25 items with closed answers. The results of the teachers’ emotional competencies and 
analysis of the climate-TTD LBUS are presented in Table no. 2, and the generalized results are 
illustrated in  Figure  no.1.  By conducting  this  analysis is  to  establish the level  of  emotional 
competence of TTD’s teachers.
Table no. 2
“The fellow- like questionnaire of evaluation the climate “ 
No. Evaluated teacher The average CD 
1 CD 1 4,99
2 CD 2 4,916
3 CD 3 4,92
4 CD 4 4,728
5 CD 5 4,835
6 CD 6 4,97
7 CD 7 4,43
8 CD 8 4,97
9 CD 9 4,906
10 CD 10 4,493
11 CD 11 4,813
The average for the TTD  4.82
4,1
4,2
4,3
4,4
4,5
4,6
4,7
4,8
4,9
5
5,1
CD 1 CD 2 CD 3 CD 4 CD 5 CD 6 CD 7 CD 8 CD 9 CD 10 CD 11
Figura no.1 The fellow- like questionnaire of evaluation the climate “
Based on the obtained results can be achieved a rating of teachers. (Table no. 3). It can be 
observed that the best positioned teacher obtained the score of 4.99 - excellent, and the last result 
being 4.43 and an excellent result, according to the TTD’s referential.Table no.3
The classification the fellow- like evaluation the climate
Classification 
CD
Evaluated teacher The average 
CD 
1 CD 1 4,99
2 CD 8 4,97
3 CD 6 4,97
4 CD 3 4,92
5 CD 2 4,916
6 CD 9 4,906
7 CD 5 4,835
8 CD 11 4,813
9 CD 4 4,728
10 CD 10 4,493
11 CD 7 4,43
The general average of the climate at TTD is 4.82 favorable evaluations (Table no.4), 
illustrated in Figure no.2. What we have mentioned allows us to conclude that the climate at the 
TTD’s  level, evaluated  by  the  members  of  TTD,  falls  under  the  category  according  to  the 
LBUS’s  referential in  "Very  good"  category,  a  category  that  can  be  considered  “empirical 
standard”, serving as a criterion for individual results obtained in this activity.  
Table no.4
TDD’s rating catalog climate level
Grading Grading 
score
No. of teaching 
staff
Unsatisfying  1-1,99 0
Satisfying  2-2,99 0
Good 3-3,99  0
Very good 4-5  11
TOTAL 11
Figure no 2. No.of teachers/grading climate TTD
No. of teaching staff/grading 
0 0 0
11
0
2
4
6
8
10
12
1-1,99 2-2,99 3-3,99  4-5 
Unsatisfying  Satisfying Good Very good
Grading 
No. of teaching staffBased on the obtained results it can be concluded that at the TTD’s level, the climate is 
manifested through the psychosocial relationship of the TTD, by type of authority, degree of 
motivation  and  mobilization  of  human  resources,  states  of  satisfaction  or  dissatisfaction, 
cohesion level inside the TTD. 
At the TTD ‘s ethos level , the ethos show the managers attachment, academic human 
resource and students toward the TTD, it is shown a "high" ethos which contributes to a positive 
climate, able to mobilize members to achieve the TTD’s members high performances. 
Thus, the climate is the product of multiple factors, some of which emerges through their 
impact more evident. But there are also factors whose influence is less noticeable; they are based 
in the teachers and students everyday experience, all of which constitute the entire TTD‘s staff, 
who face the most varied and sometimes unexpected situations
1. 
LBUS ‘s Department of Teacher Training  based on a constructive organizational culture, 
open and adaptable which produces better results on the long term, due to the synergy between 
the organization’s culture and members ‘s aspirations produces motivated employees, aligned to 
the  TTD’s  objectives,  energetic  and  participatory  giving  efforts  to  achieve  their  common 
objectives. 
Thus,  at  the TTD’s  level  there  is  an  institutional  climate  adequate  to  academic  life 
through  the  presence  of  a  permanent  concern  for  creating  a  culture  of  quality,  with  the 
participation of the TTD’s entire staff.
Despite the reform strategy implemented during the last decade, the maintenance of some 
old and structural elements as well as the perpetuation of the outdated mentalities still put their 
imprint on the organizational culture of educational establishments, resulting in the perpetuation 
of the old mentality level actors involved in the educational process, limiting the preparation of 
students for autonomy, creativity, responsibility, it is held in a vicious circle. 
Cantoning the organizations and universities and their organizational cultures on outdated 
coordinates  the  university  will  limit  the  ability  to  produce  an  adequate  education  for  a 
democratic society  and  market  economy,  acting  as  a  factor in  blocking  the  path  of  change, 
development, increase educational organization, resulting in negative consequences in the area of 
development, youth and adolescents within the educational establishments university. 
From this perspective it is necessary in the educational reform to promote new elements 
of organizational culture with the final result the training of students in universities, in the spirit 
of global values, personal autonomy, creative and flexible reporting to groups and organizations 
in Romanian society. In order to meet the desiderata related to personal development and social 
integration of  young segment, the university should  build an organizational culture that will 
include  a  balance  in  the  specific  principles  and  values:  education  for  the  future,  permanent 
education,  education  for  self,  educational  partnerships,  quality  and  excellence  in  terms  of 
change.
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Study Regarding the Increasing of Human Resource Quality in Academic Activity

Study Regarding the Increasing of Human Resource Quality in Academic Activity

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