Bonds within Higher Education Institutions. This category of research is certainly the rarest in the literature. Xxxxxx (2003) presents a study capturing the PC amongst experienced academics in Canada who have been teaching for 15 years or more in the college system. Twenty-four instructors participated in the interviews and focus group sessions phase, while 158 completed a questionnaire. The study provides a deep understanding of the exchange between faculty members and institutions based on both quantitative and qualitative data. It shows that instructors had different views about who they regard as the employer, with responses ranging from the institution’s name to government entities, immediate supervisors, and students. The study identifies nine primary obligations that instructors expect from institutions, including discretion, fairness, recognition, pay, seniority, support, and work environment, most of which are sentimental. In return, instructors promise organisations effort, loyalty, intention to stay, extra-role performance, and communication. A key finding also suggests that the longer the faculty members work for an institution, the more complex and sophisticated the PC becomes. The study argues that the relationship between academics and institutions is impersonal or “faceless”. Delivering work is at the centre of the relationship, making it less than reciprocal for more experienced faculty members. The study suggests that the PC typology is not very useful for understanding the relationship between the faculty and the institution, especially for long-term employees.
