Organizational Commitment in Higher Education: A Bibliometric

Analysis

Navjyoti Prasher and K. K. Mishra

University School of Business, Chandigarh University, NH‑95 Chandigarh‑Ludhiana Highway, Mohali, Punjab, India

Keywords: Job Satisfaction, Organizational Commitment, Vosviewer, Biblioshiny, Bibliometric Analysis.

Abstract: This paper presents a comprehensive review and bibliometric analysis of research focusing on organizational

commitment within the context of higher education. This research employed a bibliometric analysis approach,

focusing on papers listed in the Scopus database that delve into the topic of organizational commitment within

the context of higher education. A total of 330 papers published between 2003 and May 2023 were gathered

from the Scopus database for this purpose. Bibliometric tools such as VOS viewer version 1.6.18 and

Biblioshiny, used via R studio version 4.2.2, were instrumental in creating and visualizing scientific

landscapes, thematic networks, and thematic maps. The systematic mapping study conducted in this research

on the theme of organizational commitment in higher education helps in tracking the shift in research interests

over time. It also provides insights and foresight into potential future research directions.

1 INTRODUCTION

Organizational commitment plays a pivotal role in the

effective functioning of higher education institutions

1 (Shoaib, M., & Pathan, K. (2022)). It represents the

psychological bond that employees, including

faculty, staff, and administrators, form with their

institution, influencing their job performance,

satisfaction, and retention (

Lee et al., 2001). This

commitment reflects an employee's determination to

remain with the organization, adhering to its values

and ethics (Alonso-Cañadas et al., 2023; Pant et al.,

2024).

Organizational commitment is perceived as an

employee's acknowledgement and contribution to the

organization's well-being (Dahleez et al., 2020;

Sardana, F., & Mishra, K. K, 2012). It fosters a strong

relationship between the individual and the

organization, with the individual devoting their

energy and loyalty to the organization (

Yusuf, F. A.

2019

). Meyer and Allen proposed a three-dimensional

model of commitment, categorizing it into affective

(alignment with values and objectives), instrumental

(remaining with the organization due to received

rewards or costs incurred upon departure), and

normative (staying with the organization believing it

aligns with the organization's goals) dimensions.

In the Education Sector (ES), Organizational

Commitment (OC) is crucial in determining teachers'

engagement as it influences the quality of education

provided by an academic institution (Mishra, K. K.,

& Priya, S; Van Eck, N.J. and Waltman, L. 2010). A

robust education system is the backbone of any

developing country, and the success of such a system

relies on the quality of its committed teachers

(Ylijoki, O. 2011; Sardana et al., 2024). Committed

teachers are more likely to be productive, engaged,

and motivated, leading to improved student outcomes

(Nordin, N. 2011; Zaheer et al., 2024). OC reflects the

degree of loyalty and dedication that teachers feel

towards their educational institution (Sardana et al).

It is a psychological state that mirrors a teacher's

attachment to their academic institution and their

willingness to exert effort on behalf of the institution

(Ababneh & Hackett, 2018; Mishra & Pant, 2025).

Factors such as job satisfaction, organizational

culture, leadership, and job security can influence a

teacher's organizational commitment in the education

sector (Abbas et al., 2020; Nguyen & Le, 2023).

To navigate these transformations, organizations

are compelled to focus increasingly on human

resources, which are considered the most vital

production resource (Barnard et al., 2011; Yasmin et

al., 2023). They aim to attract and retain the most

qualified employees, those with extensive knowledge

in a specific field and those capable of quickly

Prasher, N. and Mishra, K. K.

Organizational Commitment in Higher Education: A Bibliometric Analysis.

DOI: 10.5220/0013893500004919

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Research and Development in Information, Communication, and Computing Technologies (ICRDICCT‘25 2025) - Volume 3, pages

149-160

ISBN: 978-989-758-777-1

149

acquiring new knowledge and continually adapting to

organizational changes brought about by

technological and informational evolution (Gani et

al., 2020; Zippel et al., 2016). This strategy enhances

the organization's intellectual capital (Cameron,

2020; Yesufu, 2020).

In the current society, it is important to attract and

keep valuable employees within the organisation

(Dabić et al., 2022; Bano et al., 2020). Owing to rapid

technological and informational changes, companies

are forced to spend more and more money and time

on modifying the knowledge and skills of their

employees (BinBakr & Ahmed, 2018; Pant & Mishra,

2025). In such a situation, it is very important for

employees to remain in the organization as much as

they could, so that the firm could reduce knowledge

loss and be profitable to ensure the company is

receiving the return on its investment (Cafferty et al.,

2020; Singh et al., 2024).

Intentions of employees to quit or stay in an

organization are related to job satisfaction and

organizational commitment (De Lara, 2008; Mishra

et al., 2024). There is consensus among scholars and

practitioners that both are complex and multi-

dimensional concepts not explained by a single theory

(Kishore et al., 2024). Therefore, models, theories,

and tools that aim to cover as much as possible the

complexity of these phenomena have been proposed

(Bano et al., 2019; Mishra et al., 2024). It is their

purpose to reveal factors that would contribute to

increase or decrease job and organizational

satisfaction and get an estimate of the effects to

employees and the organization generated by changes

in its level (Arora et al., 2024; Mishra et al., 2024).

This paper employs bibliometric techniques to

systematically review the existing literature on

organizational commitment in higher education. The

aim is to identify major trends, key researchers,

influential publications, and thematic clusters within

the field. This review aims to build on previous

reviews of research, which have analysed the HESD

knowledge base according to implementation

barriers, teacher training, teaching and learning and

conceptual frameworks.

Understanding organizational commitment in the

context of higher education is essential for developing

strategies to enhance employee engagement and

institutional effectiveness.

This research delves into organizational

commitment and higher education literature in

several ways. Firstly, it offers a thorough exploration

of the existing literature on this crucial topic.

Secondly, it employs bibliometric analysis, a method

seldom used in the context of organizational

commitment and higher education, to provide a

comprehensive understanding of both domains and

their individual and collective evolution.

The paper is structured as follows: Section 1

introduces the key topics. Section 2 details the

research approach. Section 3 provides a thorough

review of the existing literature and includes a

bibliometric analysis based on research conducted in

the context of social media and financial literature.

Section 4 presents the data and methods used in the

study, along with the results of the bibliometric

investigations. Section 5 summarizes the study's

findings and conclusions, identifies key takeaways,

and offers recommendations for future research.

Finally, Section 6 concludes the paper."

This bibliometric study aims to seek the responses

to the below-said research questions:

RQ1: What are the annual publication trends in

Organizational Culture (OC) studies within the higher

education realm?

RQ2: Who are the leading authors of research papers

on OC in higher education?

RQ3: What are the premier sources or journals

publishing research on OC in the education sector?

RQ4: Which countries are at the forefront of OC

research in the higher education sector?

RQ5: What are the most influential articles or

documents in the field of OC research within the

higher education sector?

RQ6: What are the most frequently used keywords in

OC research in the higher education sector?

2 OBJECTIVES OF THE STUDY

Based on the research questions, the following

research objectives have been identified for this

bibliometric study on organizational commitment

(OC) in the higher education sector:

• To investigate the annual trends and volume

of scientific publications on organizational

commitment in the higher education sector.

• To identify and analyze the most prolific

and influential authors contributing to

research on organizational commitment in

higher education.

• To identify the top journals and sources that

publish significant research on

organizational commitment in the higher

education sector.

• To determine which countries or nations are

leading in research output on organizational

commitment in higher education.

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• To identify the most impactful and

frequently cited documents and articles

related to organizational commitment in the

higher education sector.

• To analyze and identify the most commonly

used keywords in the research on

organizational commitment in the higher

education sector, highlighting the major

themes and topics of interest.

3 RESEARCH METHODOLOGY

Data Gathering: The bibliometric analysis data was

sourced from the Scopus databases, known for their

extensive collection of peer-reviewed academic

literature. Search terms such as "organizational

commitment" and "higher education" were used. The

search was confined to articles published from 2003

to 2023 to reflect current research trends.

3.1 Criteria for Data Selection

The data collection process for the query

"Organizational Commitment and Higher Education"

in the Scopus database was carried out step-by-step.

The initial search with the keywords "Organizational

Commitment" and "Higher Education" yielded 850

documents. This was then narrowed down to 368

documents by limiting the search to the higher

education sector. Further refining the search to

include only documents from the period 2004-2023

(excluding documents of 2024) resulted in 339

documents. The document type was then specified to

include only articles, book chapters, conference

papers, and reviews, which left 338 documents. The

search was then limited to the final stage of

submission, reducing the number of documents to

334. Finally, duplicate documents were removed

during the data cleaning process, resulting in a final

count of 330 documents (see Table 1)

General Results: The data collected spans a period

from 2003 to 2023. It comprises 330 documents

published in 236 different journals. These documents

were authored by a total of 888 authors. On average,

each document received 17.1 citations. The

documents collectively contain 17,935 references.

The data represents a global perspective, with

contributions from 70 different countries (see Table

2).

Total number of Publications year-wise: Figure 1

represents the number of publications made each year

from 2003 to 2023. The number of publications has

generally increased over this period. In 2003, there

were only two publications, but by 2023, the number

had risen to 36. The years 2007 to 2009 saw a steady

number of 6 publications each year. A significant

increase in publications began in 2010, with 11

publications, and this upward trend continued in the

following years. However, there is no data available

for the year 2016. The most substantial growth

occurred from 2017 onwards, with the number of

publications reaching into the thirties. The highest

number of publications occurred in 2023, with 36

publications.

Table 1: Step-wise procedure of collection of data.

Procedure Keywords used Document

results

STEP 1 "Organizational

Commitment”

AND” Higher

Education"

850

STEP 2 Limit to Faculty

Commitment in higher

education

368

STEP 3 Limit to the period

2003-2023, documents

of 2024 exclude

339

STEP 4 Document Type –

Articles, Book

Chapter, Conference

apers and Review

338

STEP 5 Limit to Submission

Final Sta

334

STEP 6 Data Cleaning -

Removal of duplicate

documents

330

Table 2: General results.

Description

Main information about data

Results

Time s

an 2003:2023

Documents 330

Journals 236

Authors 888

Avera

e citations

er doc 17.1

References 17935

Countries 70

Organizational Commitment in Higher Education: A Bibliometric Analysis

151

Figure 1: Publications overtime on organizational

commitment and higher education (N = 330). Source:

Bibliophagy is based on the scopus data provided.

3.2 Method

Microsoft Excel, the R Studio, and VOSviewer

1.6.17.1.exe were used in the present study. The co-

citation analysis, bibliographic coupling, and co-

occurrence were used for study analysis. Citation

analysis refers to citation patterns and citation graphs

in documents. Bibliographic coupling (BC) is a

measure of the relationship between the texts that cite

them, while co-occurrence reveals the important

information in the field of science itself (Su & Lee,

2010).

Bibliographic coupling refers to two reference

documents citing the same work. It is easy to

recognize that there are many articles of interest

between the articles in two journals with many

common citations in the two journals. Topic matter

similarity refers to the concept of bibliographic

coupling. To determine the key authors and papers on

organisational commitment and higher education, the

most appropriate method ‘co-citation’ has been used

(Boyack & Klavans, 2010). The amount of similar

citations between two journals is measured through

co-citation, while the number of common backward

citations is measured using bibliographic coupling

(Kov-Acs et al., 2015).

With co-citation and bibliographic coupling, one

can gain an idea of the past and present of the field of

research. Author keywords co-occurrence analysis

was employed to identify the core of the study field

(Ahmad et al., 2023). Hence, core themes concerning

organisational commitment are presented in the

summary. Relations between authors, publications,

journals, and keywords are visualized with the VOS

method. The VOSviewer is well-suited for star

symbolization analysis of this study.

4 RESULTS OF BIBLIOMETRIC

ANALYSIS

4.1 Co-Citation Analysis

The list you provided details the top 10 most cited

articles related to organizational commitment, with a

focus on higher education.

The most cited article is the acquaints of corporate

social responsibility, job satisfaction and

organizational commitment: A study of Pakistan

higher education sector, published in the Journal of

Cleaner Production by Asrar-ul-Haq et al. (2016). It

has been referenced 132 times, including studies

investigating a substantial link between people's

perceived CSR and organizational commitment (b =

0.63). Employees who perceive their university to be

committed to CSR are more likely to remain with the

institution.

The second most cited article is Investigating

Organizational Commitment and Employee

Performance in Indian Organizations: A First

Examination, published in the South Asian Journal of

Business Studies by Nazir and Islam (2017). It has

been cited 108 times and argues that perceived

organizational support enhances the impact of

employee performance and affective commitment.

Third on the list is Human Resources Practices

and Organizational Commitment in Higher

Education: The Mediating Role of Work Engagement

by Aboramadan et al. (2019), published in the

International Journal of Educational Management.

This article has been cited 76 times and demonstrates

that university leadership can utilize HRM practices

to improve positive work-related attitudes.

Research article four, Faculty Organizational

Commitment and Citizenship, published by

Lawrence et al. (2012), is well-cited (76 times) and

supports that quality of work life, exchange

relationships, and social learning are associated with

faculty organizational commitment.

The fifth article is The Relationship between

Training and Organizational Commitment among

Academicians in Malaysia, published in the Journal

of Management Development by Bashir and Gani

(2020). This article was referenced 56 times and

explains the employee organizational commitment–

training perception relationship through classical

theories, such as the three-component model of

organizational commitment and training-related

variables.

The sixth one is Independent and Joint Effects of

Perceived Corporate Reputation, Affective

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Commitment and Job Satisfaction on Turnover

Intentions, published in Procedia - Social and

Behavioral Sciences by Alniacik et al. (2011). It has

been cited 51 times and investigates the independent

and interacting influences of (a) perceived reputation

of the company, (b) employees' affective

commitment, and (c) job satisfaction on turnover

intention.

The seventh article is The Determinants of

Teachers’ Continuance Commitment to E-Learning:

A Succession of the Technology Acceptance Model,

published in Education and Information

Technologies by San Martín et al. (2020). It has been

cited 48 times and addresses factors in e-learning

systems that affect teachers' continuance commitment

and contribute to the sustainability of e-learning

programs.

The eighth item is The Impact of Leadership

Behaviour and Organizational Commitment on

Organizational Readiness for Change in a Higher

Learning Institution by Nordin (2012), published in

the Asia Pacific Education Review. It has been cited

42 times and was designed to investigate the impact

of leadership behavior and organizational

commitment on departmental readiness for change in

higher education, using a medical university as the

case study.

The ninth article is Organisational Commitment:

An Empirical Study of Personality by Farrukh et al.

(2017), published in the Journal of Work-Applied

Management. It has been cited 37 times and explores

the influence of the five-factor model of personality

on the organizational commitment of university

faculty members in Pakistan.

The tenth item is Organizational Commitment of

Health Professional’s Faculty: Dimensions,

Correlates and Conditions, published in Medical

Teacher by Marchiori and Henkin (2004). It has been

organizational commitment in chiropractic academia.

The study finds that organizational commitment is

significantly influenced by length of service in higher

education, followed by gender and age. These

articles, each with their unique focus and perspective,

contribute significantly to the understanding of

organizational commitment in the context of higher

education. The number of citations indicates the

impact and influence of these works in the field.

Table 3: Top 10 most cited articles, authors with citation.

S.no. Title Authors Source title Citations Link strength

1 The relationship between corporate social

responsibility, job satisfaction, and

organizational commitment: Case of Pakistani

higher education

Asrar-ul-Haq et al.

(2017)

Journal of Cleaner

Production

132 284

2 Enhancing organizational commitment and

employee performance through employee

engagement: An empirical chec

Nazir and Islam

(2017)

South Asian Journal of

Business Studies

108 340

3 Human resources management practices and

organizational commitment in higher

education: The mediating role of work

engagemen

Aboramadan et al.

(2020)

International Journal of

Educational

Management

76 383

4 Faculty Organizational Commitment and

Citizenship

Lawrence et al.

(2012)

Research in Higher

Education

76 354

5 The relationship between training and

organizational commitment among

academicians in Malaysia

Bashir and Long

(2015)

Journal of Management

Development

56 181

6 Independent and joint effects of perceived

corporate reputation, affective commitment

and job satisfaction on turnover intentions

Alniacik et al.

(2011)

Procedia - Social and

Behavioral Sciences

51 236

7 The determinants of teachersâ€™

continuance commitment to e-learning in

higher education

San et al. (2020) Education and

Information

Technologies

48 181

8 The influence of leadership behavior and

organizational commitment on organizational

readiness for change in a higher learning

institution

Nordin N. (2012) Asia Pacific Education

Review

42 232

9 Organizational commitment: an empirical

analysis of personality traits

Farrukh (2017) Journal of Work-

Applied Managemen

37 183

10 Organizational commitment of a health

profession faculty: Dimensions, correlates and

conditions

Marchiori and

Henkin (2004)

Medical Teacher 32 358

Organizational Commitment in Higher Education: A Bibliometric Analysis

153

4.2 Bibliographic Coupling of Sources

When two sources (journals) have more and more

references in common, stronger becomes their

bibliographic coupling, in accordance with Oltvai and

Barabasi 7; in the present case, the sources must be

citers of at least four papers. But, an article can have

at most five citation. Nine such sources were found.

The VOS viewer computes the total link strength of

each source. The sources of the last graph are built on

the total link strength (Bano, K., & Mishra, K. 2020).

Three groups have arisen, the source said. The first

cluster is composed of three sources, each is indicated

with a red cluster in the plot and the high values are

correlated between them. The red cluster encompasses

higher education, research in higher education, and

studies in higher education. In cluster two, An

International Journal of Educational Management,

International Journal of Scientific and Technology

Research and Sa Journal of Human Resource

Management appears in green (\cellcolor[HTML]

{FCFEnglishRed}) respectively. Third cluster (blue)

contains International Journal of Sustainability in

Higher Education Journal, Journal of Cleaner

Production, Sustainability (Switzerland). The source

credentials and citations are detailed in Table 3. That's

an interesting cut of academic sources, with diverse

measures. The table you've supplied is an interesting

comparison of various academic sources, each with

its own metrics. Starting with 'Higher Education', it

has 6 documents and a substantial number of 471

citations, indicating a high degree of influence in the

field. However, its total link strength is relatively Low

at 46, suggesting that these documents might not be

frequently cited together with other works. The

'International Journal of Educational Management

also has six documents but fewer citations (171).

Interestingly, its total link strength is high at 138,

indicating that its articles might be frequently cited

alongside another research. The 'International Journal

of Scientific and Technology Research' has the lowest

number of citations (10) and average citation (2.5),

suggesting it might be less influential or newer in the

field. Despite this, its total link strength is 68, which is

higher than some sources with more citations. The

'International Journal of Sustainability in Higher

Education' and 'The SA Journal of Human Resource

Management' have similar profiles, with a moderate

number of documents and citations and total link

strengths of 38 and 80, respectively. The 'Journal of

Cleaner Production' stands out with the highest

number of citations (524) and the highest average

citation per document (131), indicating significant

influence or quality. Its total link strength is also

relatively high at 88. 'Research in Higher Education'

has a balanced profile with four documents, 200

citations, an average citation of 50, and a total link

strength of 70. 'Studies in Higher Education' has the

highest number of documents (10) with a substantial

number of 335 citations and a high total link strength

of 133, indicating that it is a prolific and influential

source. Finally, 'Sustainability (Switzerland)' has five

documents with 53 citations, an average citation of

10.6, and a total link strength of 57, suggesting a

moderate level of influence in the field. In summary,

these metrics provide valuable insights into the

influence and interconnectedness of these academic

sources, which can be useful for researchers when

choosing where to publish or which literature to

consult for their studies. Figure 2 shows Bibliographic

coupling map (see online version for colours).

Figure 2: Bibliographic Coupling Map (See Online Version

for Colours).

Table 4: Bibliographic coupling of the document with average citation per document.

Source Documents Citations

Average

citation

Total link

strength

1 Higher Education 6 471 78.5 46

2 International Journal of Educational Management 6 171 28.5 138

3 International Journal of Scientific and Technology Research 4 102.5 68

4 International Journal of Sustainability in Higher Education 4 5614 38

5 Journal of Cleaner Production 4 524 131 88

6 Research in Higher Education 4 200 50 70

7 Sa Journal of Human Resource Managemen

6 67 11.167 80

8 Studies in Higher Education 10 335 33.5 133

9 Sustainability (Switzerland) 5 53 10.6 57

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4.3 Bibliographic Coupling of Country

Many nations have made significant contributions to

the literature of organizational commitment and

higher education. The country with the most of

records is ranked as the top value, down to the last

listed as the lowest value. The citation-based average

per country and the total link strength are computed

in Table 4. The United States is leading the pack with

46 documents and 1252 citations, indicating a high

level of research activity. The average citation rate of

27.22 and a total link strength of 5616 further

underscores the impact and reach of its research.

Malaysia, despite having nearly as many documents

(42) as the United States, has significantly fewer

citations (543). However, its total link strength is the

highest at 6847, suggesting a greater

interconnectedness or collaboration within its

research network. India and Indonesia both have the

same number of documents (28), but India has more

citations (329) than Indonesia (195), suggesting that

India's research is more influential or widely

referenced. The United Kingdom stands out for

having a high average citation rate (24.88) despite

having fewer published documents (25) compared to

countries like Malaysia or India. This could indicate

that while the UK produces less research volume-

wise, its quality or relevance is recognized and cited

more frequently. South Africa, with fewer

publications (18), maintains a relatively high average

citation rate (21.89), suggesting impactful research

output relative to its size. Australia shows it has one

less document than South Africa but slightly more

citations overall and a higher average citation rate of

23.59, indicating the quality of its research. Spain has

fewer publications and lower citation metrics across

the board compared to most other countries listed

here, indicating lesser influence or smaller scale

within its research activities. China appears near the

bottom of this list with only 12 documents; however,

it maintains an average citation rate similar to

Malaysia's at 12.00, indicating the quality of its

research.

Portugal stands out for having the highest average

citation rate at 35.75 despite having only 12

documents published. This suggests that Portugal's

research is highly regarded on an individual paper

basis, even if not prolific in quantity. Lastly, Pakistan

closes out this list with ten publications but still

manages an impressive average citation rate of 20.50,

along with substantial total link strength in 2082,

indicating the quality and impact of its research.

In summary, Table 5 provides valuable insights

into the influence and interconnectedness of these

countries' academic research. They highlight the

balance between quantity and quality of research, the

impact of research as indicated by citations, and the

level of collaboration or interconnectedness as

suggested by the total link strength. These insights

can be useful for researchers when choosing where to

publish or which literature to consult for their studies.

They also offer a snapshot of the global research

landscape, revealing the leading contributors and

emerging players in academic research.

Figure 3

shows Country bibliographic coupling (see online

version for colours).

Table 5: Bibliographic Coupling of Country.

S.N

Country Documen

Citation

Averag

Citatio

Total

Link

Strengt

1 United

States

46 1252 27.22 5616

2 Malaysi

42 543 12.93 6847

3 India 28 329 11.75 5679

4 Indonesi

28 195 6.96 1920

5 United

Kingdo

25 622 24.88 3687

6 South

Africa

18 394 21.89 2869

7 Australi

17 401 23.59 1909

8 Spain 15 127 8.47 1705

9 China 12 144 12.00 1387

10 Portugal 12 429 35.75 1071

11 Pakistan 10 205 20.50 2082

Figure 3: Country Bibliographic Coupling (See Online

Version for Colours).

Organizational Commitment in Higher Education: A Bibliometric Analysis

155

4.4 Bibliographic Coupling of

Documents

The table 6 demonstrates the data and provides a

comparative analysis of ten documents based on the

number of citations and total link strength.

Starting with the study by Nordin (2012), it has 42

citations and a total link strength of 34, indicating a

moderate level of influence in the academic

community. The study by San Martín et al. (2020) has

slightly more citations at 48 but a lower total link

strength of 24, suggesting that while it may be

frequently referenced, its overall impact is less than

that of Nordin (2012).

The study by Aboramadan et al. (2019) stands out

with a high number of 76 citations and an impressive

total link strength of 72, indicating a significant

influence and reach within the scholarly community.

Asrar-ul-Haq et al. (2016) has the highest number of

citations at 132, but a total link strength of 38,

suggesting that while it is frequently cited, its overall

impact may not be as substantial.

The studies by Bashir and Gani (2020) and

Farrukh et al. (2017) have relatively fewer citations

and lower total link strength, indicating a lesser

degree of influence. The study by Marchiori and

Henkin (2004), despite being one of the older

documents, maintains a respectable total link strength

of 52 with 32 citations, suggesting its enduring

relevance.

The study by Alniacik et al. (2011) has a balanced

number of citations and total link strength, indicating

a moderate level of influence. The study by Lawrence

et al. (2012) mirrors Aboramadan et al. (2019) in

terms of citations but falls short in total link strength.

Lastly, the study by Nazir and Islam (2017) has a high

number of 108 citations and a total link strength of

63, indicating a substantial impact on the academic

community.

In conclusion, while the number of citations gives an

indication of how often a document is referenced, the

total link strength provides a measure of its overall

impact or influence. A document like Aboramadan et

al. (2019) with high numbers in both categories can

be considered highly influential. Conversely, a

document like San Martín et al. (2020) with a high

citation count but low total link strength may be

frequently referenced but have less overall impact.

This analysis underscores the importance of

considering both factors when assessing the influence

of a document within the academic community.

Figure 4 shows the map of documents' bibliographic

coupling (see online version for colours).

Table 6: Bibliographic Coupling of Documents.

Sr.

no.

Document Citations

Total Link

Strength

Nordin

(

2012

)

42 34

San-Martín

(2020)

48 24

Aboramadan

(2020a)

76 72

Asrar-Ul-Haq

(

2017

)

132 38

5Bashir

(

2015

)

56 27

Farrukh

(

2017

)

37 29

Marchiori

(2004)

32 52

Alniacik

(2011)

51 37

Lawrence

(

2012

)

76 53

10 Nazir

(

2017

)

108 63

Figure 4: Map of Documents Bibliographic Coupling (See

Online Version for Colours).

4.5 Keywords Co-Occurrence

4.5.1 Co-Occurrence of Keywords

The provided data offers an in-depth analysis of 16

keywords based on their occurrences and total link

strength.

The keyword "organizational commitment" tops

the list with 106 occurrences and a total link strength

of 99, indicating its significant relevance and

influence in the dataset. This is followed by "higher

education", with 92 occurrences and a total link

strength of 89, suggesting its prominence in the

dataset. Interestingly, "job satisfaction", despite

having fewer occurrences (54), has a higher total link

strength (90) than "higher education", implying its

strong interconnectedness within the dataset.

The keyword "organizational commitment", a

variant spelling of "organizational commitment", has

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156

significantly fewer occurrences (29) and a lower total

link strength (25), indicating that the American

spelling is more commonly used in the dataset. The

keywords "education", "commitment", and "higher

education institutions" have relatively fewer

occurrences and lower total link strengths, suggesting

they are less influential in the dataset.

The keyword "affective commitment", a specific

type of organizational commitment, has 15

occurrences and a total link strength of 11, indicating

its limited but specific relevance. The keywords

"organizational culture", "university", "human",

"leadership", "transformational leadership", and

"academic staff" all have occurrences ranging from

11 to 14 and total link strengths ranging from 17 to

25, suggesting their moderate influence in the dataset.

Lastly, the keywords "sustainability" and

"universities" have the fewest occurrences (10) and

relatively low total link strengths (14 and 12,

respectively), indicating their limited influence in the

dataset.

In conclusion, this analysis provides valuable

insights into the prevalence and influence of various

keywords in the dataset. Table 7 shows Co-

occurrence of keywords. It underscores the

importance of "organizational commitment", "higher

education", and "job satisfaction" in the dataset, while

also highlighting the moderate influence of keywords

related to organizational culture, leadership styles,

and academic staff. The analysis also reveals the

limited influence of keywords related to sustainability

and universities. This could guide further research or

inquiry by focusing on the most influential keywords.

Figure 5 shows Results of co-occurrence of keywords

(see online version for colors).

Table 7: Co-Occurrence of Keywords.

Sr.

Keyword Occurrences

Total Link

Strength

Organizational

Commitment

106 99

2 Higher Education 92 89

3 Job Satisfaction 54 90

Organisational

Commitment

29 25

5 Education 18 34

6 Commitment 16 8

Higher Education

Institutions

16 17

Affective

Commitment

15 11

Organizational

Culture

14 25

10 University 13 22

11 Human 12 23

12 Leadership 12 23

Transformational

Leadership

12 17

14 Academic Staff 11 23

15 Sustainability 10 14

16 Universities 10 12

Figure 5: Results of Co-Occurrence of Keywords (See

Online Version for Colors).

5 RECOMMENDATIONS FOR

FUTURE RESEARCH

The purpose of this research was to investigate

existing literature on organizational commitment

(OC) within higher education. Although the focus

was on OC in relation to key factors such as employee

retention, happiness, and commitment, much of the

current research primarily addresses OC through

broader lenses. These include its links to job

satisfaction, leadership styles, and organizational

culture. Few studies thoroughly examine the role of

OC specifically within higher education institutions,

particularly in non-Western contexts. Additionally,

there is limited research on the impact of

technological advancements and the changing nature

of academic work on OC. The increasing influence of

remote and hybrid work models on faculty

commitment is another area that remains

underexplored. Future research should address these

emerging trends, especially regarding how

organizational policies and technological integration

influence long-term employee commitment in higher

education. Investigating how OC affects teaching

outcomes, student success, and institutional

effectiveness in various cultural settings could also

provide valuable insights for strengthening

educational institutions globally. Furthermore, more

research is needed to explore how professional

development and mentorship programs can enhance

organizational commitment in the education sector.

Organizational Commitment in Higher Education: A Bibliometric Analysis

157

6 FINDINGS AND

CONCLUSIONS

This article conducts a bibliometric analysis of

organizational commitment (OC) in higher education.

By employing bibliometric methods, the study

examines publication trends, geographical

distribution of research, key contributors, and

keyword occurrences in OC literature. The findings

highlight frequently used terms such as

Organizational Commitment, Higher Education, Job

Satisfaction, Organizational Culture, Leadership,

Academic Staff, and Sustainability. These terms

underscore the multifaceted nature of OC in

educational institutions, emphasizing the importance

of job satisfaction, leadership, and organizational

culture in fostering employee commitment.

The most influential publications originate from

countries including the United States, Malaysia,

India, Indonesia, the United Kingdom, South Africa,

Australia, Spain, China, Portugal, and Pakistan.

These nations significantly contribute to OC research

in higher education, with the United States leading in

both the quantity and impact of publications.

Additionally, the analysis shows that while a few key

researchers dominate the field, numerous new authors

are beginning to explore OC in higher education,

indicating a growing interest in the topic.

This research paper explores the trends,

influential works, and key contributors in the field of

organizational commitment within higher education

through a bibliometric analysis. By employing

bibliometric tools, we analyze publication patterns,

citation networks, and the thematic evolution of the

research domain. The findings provide insights into

the development and current state of organizational

commitment in higher education, highlighting

significant research contributions and potential

directions for future studies.

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