2025, Vol. 7, Issue 2, Part A

author(s)
Nicholas Ashley, Sanjana Brijball Parumasur and John Adu-Kumi

abstract
Organisational commitment is one of the most widely researched topics in the field of organisational behaviour. The main objective of this study is to test the impact of learning organisation on organisational commitment in the higher education sector. To achieve this objective, the data was collected from 106 employees at higher educational institutions in the Eastern Region of Ghana. The collected data was analysed using SPSS and SmartPls. The findings reveal that employees perceive their institutions as moderate in terms of being a learning organisation. Similarly, perceptions of organisational commitment among employees were also found to be moderate. The study further examined the relationship between the various dimensions of a learning organisation such as (continuous learning, dialogue and inquiry, embedded systems, and team learning) and dimensions of organisational commitment (affective, continuance, and normative commitment). It found no significant relationships between these specific dimensions. However, other dimensions, such as empowerment, strategic leadership, and systems connections, were found to have significant positive influences on the three types of organisational commitment. Finally, the outcomes of this study confirmed that organisational learning has a significant positive effect on organisational commitment. These findings provide useful insights and suggestions for the management in higher educational institutions to learn to develop organisational commitment among their employees by adopting effective human resource practices that could ultimately lead organisational performance.