How to raise commitment in public university lecturers

Abstract

The purpose of this article is to qualify the hypothesis that states that the presence of committed workers contributes to organizational success. So, it is necessary to clarify first of all what type of commitment and what kind of success is meant. The article then examines which variables the organization needs to act upon in order to influence it. A survey questionnaire was developed and distributed to academic staff at a public university in Spain. Data were analyzed using two ordered logit models, one for each type of commitment analyzed: affective commitment and continuance commitment. Analysis of the data shows that personal variables have a positive impact on affective commitment, and, while job-related characteristics do not appear to be significant, group variables such as working atmosphere have a positive impact. With respect to continuance commitment, age proved to be negatively significant and possession of a doctorate has a positive influence. The variables used to capture available opportunities to leave the organization are negatively significant.Points for practitionersThe results that emerge can help educational managers to understand the predictors of the different types of commitment and design effective human resource policies. The empirical application is carried out in an organization within the services sector, specifically, a public university in Spain. A further contribution is the incorporation of variables from all categories or groups of antecedents, which permits a thorough diagnosis.