HIGHER EDUCATION INSTITUTIONS: SATISFACTION AND ORGANIZATIONAL COMMITMENT
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Human resources are essential to respond to changes that occur inside and outside organizations. Literature states that when employees are satisfied, they feel more involved and committed to the organization and, as such, they often express their intention to remain in the organization. In this context, this research aimed to consolidate the existing research in the field of organizational commitment in higher education. Methodologically, this research was based, in a first stage, on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta- Analyses) statement and, in a second stage, on the bibliometric analysis. For this, the search was developed, in November 2021, in the Scopus database being selected 71 publications based on the combination of the terms "higher", "education", "institutions", "organizational", "commitment" and "satisfaction”. Then, this search was limited to the “Social Sciences” area (38 publications). Finally, abstracts and, when necessary, the entire text was selected in order to verify the relevance of publications for this research, considering the following criteria: study location, type of study, objectives, sample size and contributions, totalling 35 articles. The elaboration of the bibliometric analysis was done using the VOSviewer software, version 1.6.17 and the binary counting method. The minimum number of occurrences was set at five. Three thematic approaches that were related to each other were identified. The first included the terms “addition”, “communication”, “element”, “higher education sector”, “mediating role”, “model”, “organizational performance”, “problem” and “TQM” (Total Quality Management). This approach analyses the association between TQM and organizational performance, having as mediator elements of human orientation, namely, satisfaction with communication, commitment and organizational loyalty. The second approach included the terms “academic staff”, “consequence”, “effect”, “higher education institutions”, “impact”, “implications”, “influence”, “organizational culture”. In general, it analyses the influence, effects, consequences, impact and implications of organizational culture on organizational commitment and faculty satisfaction in higher education institutions. Finally, the third approach relates organizational commitment and job satisfaction with the turnover intention (leaving the organization) of higher education employees, namely, from universities and higher education schools. This approach included the terms, “job satisfaction”, “organizational commitment”, “university”, “college”, “faculty member”, “intention”, “turnover intention” and “college”. Organizational commitment and employee satisfaction in knowledge organizations, as well as trust in top management, are able to anticipate the intention to remain or leave the workplace.
The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial
support by national funds FCT/MCTES to CIMO (UIDB/00690/2020).
