McClelland’s Theory of Needs and Motivation and its importance for universities

It is generally thought that communication occurs between individuals, but communication also takes place between institutions and societies. Therefore, both psychological and sociological theories are examined and discussed in the field of communication. In this sense, we also address this theory in our studies. 

David McClelland, an American psychologist, developed his theory of needs in the 1960s. This theory is also referred to as the “Three Needs Theory,” “Acquired Needs Theory,” or “Learned Needs Theory.” This theory, which explains motivation, focuses on three specific elements: achievement, power, and affiliation. The theory explains what these needs are and how they can affect our behavior, especially in an industrial setting. However, I will explain how these can affect the behavior of academics in university settings without being tied to an industrial environment. 

According to McClelland, these needs are shaped by an individual's life experiences and develop over time. Everyone has these three needs, regardless of age, gender, culture, or wealth. An individual's performance and motivation are influenced by these needs.

Abraham Maslow developed his theory of needs in the 1940s and classified needs in a hierarchy according to their order of importance. David McClelland was inspired by Maslow and published his work on this subject in his 1961 book, "The Achieving Society."

McClelland’s theory can be considered an extension of Maslow’s Hierarchy of Needs. According to Maslow’s theory, one cannot move to higher-level needs without first satisfying basic needs (physiological and safety). McClelland’s theory, on the other hand, is based on the idea that needs can be satisfied collectively. There is no hierarchy here; the satisfaction of one need is not dependent on a previous one.

McClelland mentions three basic needs and states that these needs are learned from our experiences. These needs lead to different characteristics in different people. In every individual, one of these needs becomes dominant, and this need motivates and directs the person's behavior.

So, what are these three needs?  

The first is the need for achievement. The need for achievement refers to the need to accomplish something in one's career or in a field of interest. This need motivates people to work and helps them cope with challenges. Academics with a high need for achievement are generally aimed at demonstrating high performance, being recognized in the academic field, and gaining prestige in their areas. We can list the positive effects of this need as follows:

Focus on Research and Publication: Academics with an achievement motive strive to conduct impactful research in their fields, publish articles in reputable journals, present at conferences, and participate in scientific projects. For these academics, their publications and citation counts symbolize the success of their careers. They have a desire to become an “author” in their fields and enjoy producing something new.

Self-Challenge and Risk-Taking: Achievement-oriented academics want to discover their own potential and push their boundaries. They do not shy away from challenging projects and want to sign off on studies that will attract attention in the academic world. For example, even if they do time-consuming or complex theoretical work, they take pleasure in succeeding at it.

Goal-Oriented Work: Such academics aim to rise rapidly through the career ladder and earn titles such as professor. To this end, they work with goals such as raising successful students, giving high-quality lectures, and getting efficiency from the theses they supervise. They tend to evaluate themselves and constantly improve.

The second type of need is the need for power. The need for power refers to the need to control another person, influence their decisions, and lead. People with this need have a desire to keep their reputation and prestige high and expect others to agree with their ideas and opinions. They want to have authority over others. People with this need are suitable for leadership roles as they can be strong leaders. They enjoy competition and do not like to lose. They value status and popularity and enjoy winning. They tend to be disciplined individuals and expect the same attitude from those they face. These people are willing to take risks to gain more power or fame. There are two types of people in this category: personal or institutional power motivators. 

According to McClelland’s theory, individuals with a personal power motive try to influence others more to realize their own individual desires and goals. This motive includes their desire to increase their reputation, gain status, and strengthen their personal authority. In a university setting, individuals with a personal power motive focus on their own achievements, visibility, and spheres of influence. The behaviors and goals of these people are shaped in line with their own individual interests or needs rather than the general benefit of the institution. People with a personal power motive tend to put themselves forward at the university. 

These people try to increase their prestige by focusing on work oriented toward personal achievement and increasing their academic productivity. They often want to be recognized for their own work and achievements, so they conduct research, publish articles, and attend conferences intensively. They may treat their own projects as an individual indicator rather than as a collaboration with others. For example, they may tend to do single-authored work or claim sole credit for important research projects.

Individuals with a personal power motive may be in competition with other academics at the university. They aspire to recognized projects or positions to achieve high status within the university or the academic world. For example, rising in academic titles, serving on important committees, or winning prestigious awards are at the forefront for them. Such people try to surpass others and fight for positions that will make them more visible.

These types of individuals use effective communication to highlight the work they do and their contributions. They take every opportunity to promote their work to others, publishing presentations or articles that praise themselves. They talk about their work frequently and make speeches in a way that highlights their own achievements. Individuals with a personal power motive may, for example, talk a lot in seminars or meetings, constantly defend their views, and tend to overshadow the contributions of others.

People with a personal power motive may strive to influence decision-making mechanisms at the university. This can be in the form of serving on committees, taking an active role in management meetings, or trying to establish individual authority over other faculty members. Their goal is to direct others in line with their own views through such positions and to make their own perspectives a priority. They mostly look after their individual interests and try to create a circle loyal to them within the university.

Individuals with a personal power motive generally tend to overshadow the achievements of others. If they are working with others on a project, they may emphasize their own contribution more and try to appear as the leader rather than as part of a team effort. They may belittle the contributions of others or handle projects in a way that only highlights their own efforts.

The way individuals with a personal power motive behave toward their surroundings is quite different from individuals with an institutional power motive.

In a university setting, individuals with a personal power motive focus more on their individual achievements and chase positions that will make them visible and have influence over others. The actions of these people are directed toward satisfying their own individual ambitions rather than the general benefit of the university, and they carry the risk of creating a competitive, oppressive environment around them. They can be controlling and oppressive. They may display a more dominant attitude toward other academics or students, approaching the ideas of others with their own truths. They may exhibit manipulative behaviors. They may try to direct others to serve their own interests. For example, they may give too much responsibility to others in a project and then put themselves forward when success is achieved. They can be competitive and critical. They often compare themselves with other academics and can create a competitive atmosphere. They tend to criticize the shortcomings of others in order to strengthen their own positions. They are in search of appreciation and admiration. They constantly expect appreciation for the work they do and want others to notice them. They talk about their achievements frequently and try to get positive feedback from their environment.

On the other hand, academics with an institutional power motive want to direct other academic and administrative staff by holding positions such as department chair or deanship, or by serving on internal university committees. Their goal is not just to establish personal power, but to expand the institution's sphere of influence and ensure its progress in line with goals consistent with the university's mission. For example, a department chair develops strategies aimed at increasing the overall success of the department, not just their own success. They create policies that encourage academic performance, provide guidance to students or faculty members, and work to provide resources that support academic success.

An academic with an institutional power motive values teamwork and works to direct other faculty members or students toward common goals. These people generally want others to be as successful as they are and support projects that serve the university's vision. For instance, as the leader of a research team, they increase the motivation of team members and encourage them to work more efficiently. Such people emphasize that everyone's contribution is important while rewarding the achievements of individuals.

Individuals with an institutional power motive are willing to establish connections and develop collaborations with other institutions to increase the university's reputation. They strive to improve the university's external relations and believe that such relationships will contribute to the university in terms of both providing resources and gaining prestige. These people, for example, develop joint projects with companies, other universities, or community organizations to increase university-industry cooperation. They are respectful but determined and persuasive when approaching their environment; they motivate them to participate in projects that serve the university's goals.

The need for power also brings with it the desire to train young academics or students and reveal their potential. An academic with an institutional power motive supports the academic and professional development of young faculty members or students by mentoring them. Mentorship is an investment made not only for the development of individuals but also to ensure that the university is successful in the long term. Such individuals display a sincere, supportive, and guiding attitude toward the people they mentor. By inspiring trust and respect in their environment, they encourage and motivate others.

People with an institutional power motive approach the people around them with a guiding and supportive attitude. They allow others to express themselves and share their ideas, but at the same time, they draw certain boundaries in accordance with the goals of the institution or group. They instill confidence in those around them and make them feel that they are serving a greater purpose. They try to create a positive interaction environment; people feel safe and valued while working under their leadership. They use a respectful but determined language of communication; they persuade others to take action in line with the university's goals. They are open to criticism and constructive; they listen to the views of others and re-evaluate their own positions if necessary. In the university setting, people with an institutional power motive take on a unifying, guiding, and supportive role in line with the collective goals of the institution. The main goal of individuals with such a motive is to contribute to the development of the university and to make the university a more successful and reputable institution in the long term.

The second type of need is the need for affiliation. The need for affiliation refers to the desire of individuals to be included in a group, to be accepted, and to have close relationships. In the university setting, the need for affiliation plays a critical role, especially in terms of teamwork, cooperation, and commitment to the institution. Although academics are generally individuals who work independently, they want to establish positive relationships with their colleagues and connect to the department or university to satisfy their need for affiliation. This need is reflected in their ways of working in different ways. Academics with an affiliation motive prefer to collaborate with other colleagues and produce joint projects. These academics are more inclined to teamwork than working alone and find satisfaction in the success achieved as a result of working together. For example, they come together with academics from different disciplines to carry out interdisciplinary projects. These academics like to participate in social and academic events at the university. They take an active role in department meetings, seminars, or university events and enjoy connecting with their colleagues outside of work as well. Academics with a strong need for affiliation contribute to the reinforcement of institutional culture and belonging. Academics with a high need for affiliation want to continue the university's culture by mentoring students and young academics. These people support individuals who have newly joined the university during their adaptation process and try to ensure that they feel a sense of commitment to the institution socially as well.

So, why is all this important? It is important for the university to realize its potential that the university administration takes into account what this theory says in order to be able to answer the question of “which role is suitable for which need?” Because it is now seen that making academic selections, appointments, and promotions solely for performance is not a solution. Making the criteria more difficult causes other problems among academics. 

All employees have different needs. Some employees have a higher need for affiliation, while others have a higher need for power or achievement. This theory provides ideas on setting goals, giving instructions, providing feedback, and offering rewards to employees. Although it does not explain in every aspect how individuals are motivated, it gives an idea to academics and their managers about the kind of environment they want to work in.