DOI: 10.4018/IJSECSR.2019070102 International Journal of Sustainable Entrepreneurship and Corporate Social Responsibility Volume 4 • Issue 2 • July-December 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 23 Assessing the Relationship Between Retention Factors and Organizational Commitment of University Faculty Gerald Dapaah Gyamf, University of Professional Studies, Accra, Ghana ABSTRACT Retaining faculty at a university depends on a range of factors that have implications on the commitment of the faculty to that institution. In this study, one hundred and twenty faculty members were selected from a public university in Ghana to assess the relationship that exists between retention and commitment of faculty members. This quantitative study used cross-sectional design and convenience sampling techniques to gather data using subjects from the faculty of a university with population of 272. Results from this study disclosed that generally the commitment of the faculty members to their university was high. There was a positive and significant relationship between the level of organizational commitment and compensation received by the members of faculty but with a low effect size. The findings also revealed that the female faculty members were more satisfied with their compensation than their male counterparts and their normative commitment was also higher. KEywORdS Attrition, Emotional Attachment, Ghana, Job Satisfaction, Supervisor Support, Work-Life INTROdUCTION The operational definition of faculty commitment in this study is faculty loyalty, degree of congruence of value and goal, desire to be associated with, and willingness to exert maximum effort on behalf of the university (Bateman & Strasser, 1984). Generally, commitment is associated with the intention to continuously remain within an organization or a profession and it provides information about retention (Womack, Lenty, & Bullock-Yowell, 2018). Commitment to a university is determined by the extent to which an individual appreciates and associates with the mission and values of the university and makes an effort to remain and move along with the strategic direction of that institution (Porter et al., Sholihin & Pike, 2010; Womack, Lenty, & Bullock-Yowell, 2018). Retention factors within an institution include certain behavioral practices that determine the extent of the commitment of staff to their organizations. Time availability for research and continuous improvement in research seminars and workshops increase the satisfaction that the faculty members derive from their institutions (Lawrence, 2014). Managerial support with incentives that support teaching and learning, and avenues created for the faculty to make inputs on issues regarding their work-life at their universities provide job satisfaction. The incentives boost their morale to become committed to their institutions (Kelly, Gayle, & William, 2017). Studies have shown that conflict with supervisors, incompatible work schedules, certain behavioral factors from the management of higher education institutions that lead to inadequate developmental opportunities of the faculty decrease their organizational commitment (Jo, 2008). The challenges