Organisational values in practice: evaluating the impact of IDART between academic and administrative staff in higher learning education institution in Malaysia

Purpose This study aims to investigate the influence of organisational values, guided by the IDART framework – Ilmu (knowledge), Disiplin (discipline), Amanah (trustworthiness), Rajin (diligence) and Tanggungjawab (responsibility) – on employee performance among academic and administrative staff at Universiti Teknologi MARA (UiTM), Malaysia. Design/methodology/approach A total of 1,933 academic and administrative employees across multiple states and job grades participated in a survey. The research instrument demonstrated strong internal reliability (a = 0.827–0.963), confirming its applicability within the Malaysian higher education context. Data were analysed using chi-square and Kruskal–Wallis H tests to examine differences across staff categories and job grades. Findings The results revealed statistically significant variations in the expression of organisational values across staff categories and job grades. Academic staff were more engaged in knowledge-sharing and proactive responsibility, while administrative staff prioritised compliance and interpersonal harmony. Senior academics (VK7–VK5) and mid-level administrators (Grades 48–52) reported lower alignment in diligence, responsibility and discipline, possibly due to strategic responsibilities or role ambiguity. These patterns support transformational leadership and person–organisation fit theories, highlighting role-specific influences on value alignment. Research limitations/implications The study is limited to UiTM employees and may not fully represent other higher education institutions in Malaysia or beyond. Further research could expand the sample to include diverse institutional contexts and explore longitudinal effects of organisational values on performance. Practical implications Findings highlight the need for differentiated professional development programs that cater to the unique engagement gaps of senior and mid-tier personnel. Institutions can design value-based training and leadership initiatives that reinforce responsibility, discipline, and diligence across varying roles. Social implications By promoting values-based governance in higher education, the study underscores the societal importance of cultivating trustworthiness, discipline and responsibility within academic communities. Strengthening these values can enhance institutional credibility, social cohesion, and long-term contributions to national development. Originality/value This research provides one of the first empirical applications of the IDART framework within Malaysian higher education. Its culturally grounded approach offers novel insights into values-based governance and contributes to the discourse on how organisational values shape employee performance and institutional transformation.