INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
The Impact of Innovation and Organizational Culture on Lecturer  
Commitment: A Case of Some Universities in Hanoi  
Nguyen Phuong Tu1,Nguyen Duy Chuc2*  
School of Economic – Hanoi University of Industry  
*Corresponding Author  
DOI: https://doi.org/10.47772/IJRISS.2025.911005001  
Received: 07 December 2025; Accepted: 12 December 2025; Published: 20 December 2025  
ABSTRACT  
The objective of the study is to evaluate the relationship between innovation capacity and organizational culture  
to university lecturers' Commitment through job satisfaction. By surveying 326 lecturers at several universities  
in Hanoi, the data were analyzed using Smart PLS 3 software. The research results show that: (1) innovation  
capacity and organizational culture have a significant impact on job satisfaction, thereby promoting lecturers'  
ability to engage with the organization; (2) organizational culture contributes significantly to promoting  
innovation capacity. The research results play an important role in helping higher education institutions have  
appropriate policies to improve the working environment.  
Keywords: Organizational culture, innovation, satisfaction, Commitment, lecturers, Hanoi.  
1. INTRODUCTION  
In the context of higher education facing strong changes in technology, social needs and training quality  
requirements, maintaining and developing a team of competent, creative and long-term committed lecturers has  
become one of the key challenges of educational institutions. Especially in Vietnam, universities are moving  
towards autonomy, requiring a positive working environment, encouraging innovation and increasing the level  
of Commitment of lecturers.  
Lecturers are not only those who directly perform teaching and research tasks, but also play an important role in  
creating and maintaining organizational cultural values. They are the pioneers in innovating teaching methods,  
applying technology, and building a dynamic and creative academic environment. The level of Commitment of  
lecturers with the organization directly affects the quality of education, the stability of training activities as well  
as the effectiveness of implementing the school's development strategies.  
Many previous studies have shown that positive organizational culture contributes to improving employee  
satisfaction and Commitment (Lok & Crawford, 2004; Memon et al., 2014). At the same time, individual  
innovation capacity is also confirmed as a factor promoting work motivation, creativity and organizational  
commitment (Javed et al., 2017; Truc, 2024). However, most of these studies were conducted in the context of  
enterprises or in developed countries, while research on the relationship between the above factors in the context  
of higher education in Vietnam is still relatively limited.  
Although there is a lot of empirical evidence confirming the role of organizational culture and innovation  
capacity in improving employee performance and Commitment, few studies focus on the mediating relationship  
of job satisfaction in the context of university lecturers. Particularly in Vietnam, the number of empirical studies  
that simultaneously assess all three factors of innovation capacity, organizational culture and Commitment is  
still very limited. This gap raises an urgent need for further research to provide practical evidence and propose  
appropriate policies in human resource management at higher education institutions.  
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2. THEORETICAL FRAMEWORK  
2.1. Innovation  
Innovation in organizations is understood as the ability of an organization to discover, develop and apply new  
ideas to processes, products, services or management models to create added value and adapt to changes in the  
external environment (Cardoso de Sousa et al., 2012). This capacity not only reflects the individual potential of  
its members but also reflects the way the organization facilitates, supports and encourages creativity throughout  
the system (Klijn & Tomic, 2010). Specifically, innovation capacity includes factors such as the ability of  
individuals to think creatively and solve problems, the level of support from management for new initiatives, an  
organizational culture that encourages experimentation and reasonable risk taking, as well as the ability to  
coordinate, learn and share knowledge across departments. According to Wang and Ahmed (2004), this is a form  
of dynamic capability that helps organizations maintain a competitive advantage in a constantly changing  
environment.  
In the context of educational organizations, innovation capabilities play a particularly important role in  
improving the quality of teaching, research and administration (Sokol et al., 2015). When lecturers and  
administrators are encouraged to come up with new ideas, apply modern technology and improve pedagogical  
methods, the organization not only adapts better to changes in the educational environment but also creates a  
dynamic academic environment, contributing to increased satisfaction and Commitment of the team (Singh &  
Chaudhary, 2018).  
2.2. Organizational culture  
Organizational culture is a system of values, beliefs, norms, and behaviors shared by members of an organization  
that shapes how the organization operates, makes decisions, and interacts with the external environment (Lubis  
& Hanum, 2020; Ouchi & Wilkins, 1985). In the context of higher education institutions, organizational culture  
not only reflects the educational philosophy, mission, and vision of the school, but also profoundly influences  
the attitudes, professional behaviors, and Commitment of faculty (Efeoglu & Ulum, 2017). A university  
environment with a positive culture often encourages academic collaboration, promotes academic freedom, and  
values the personal and professional development of faculty. Such a culture will promote innovation, knowledge  
sharing and increase job satisfaction, thereby improving the school's performance and training quality (Singh &  
Chaudhary, 2018).  
2.3. Commitment  
Organizational Commitment is understood as the extent to which employees feel emotionally attached,  
responsible, and want to continue to accompany the organization (Meyer & Maltin, 2010). In the higher  
education environment, faculty Commitment is demonstrated through dedication, proactive participation in  
professional activities, and willingness to contribute to the overall development of the school (Hanaysha &  
Majid, 2018; Yaseen et al., 2018). A faculty with a high level of Commitment tends to maintain a long-term  
relationship with the organization, actively innovate teaching methods, and collaborate on research with  
colleagues. This Commitment not only contributes to improving the quality of training and research but also  
creates a stable foundation for the sustainable development of higher education institutions.  
3. Research Overview and Hypothesis Development  
3.1. Organizational Culture and Innovation  
In studies on the relationship between organizational culture and innovation capability, many models and  
theoretical frameworks have been proposed to clarify the role of organizational culture in promoting  
organizational creativity and innovation. Kandemir and Hult (2005) developed a theoretical framework  
describing the relationship between organizational climate, corporate learning culture, innovation culture,  
innovation capability and joint venture performance. This study emphasizes the importance of learning and  
innovation culture in enhancing organizational innovation capability.  
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Other studies have also focused on the influence of organizational culture on innovation capability and business  
performance. Among them, Yoh et al. (2008) surveyed textile companies and confirmed that organizational  
culture has a positive impact on innovation capability and business performance, and also showed that company  
size plays a mediating role in this relationship. Meanwhile, Yoh et al. (2008) focused on the Indonesian banking  
industry, demonstrating that organizational culture types such as growth culture and rational culture have a direct  
impact on absorptive knowledge capacity (ACAP), thereby promoting innovation and creating competitive  
advantage.  
In addition, studies also mentioned the role of organizational culture in promoting creativity and innovation in  
the digital service environment. Ketonen-Oksi (2017) proposed a new theoretical framework to enhance the  
adaptability of service-based work culture, encourage investment in learning capabilities and employee  
motivation to develop organizational innovation. Naqshbandi and Tabche (2018) also emphasized the role of  
open organizational culture in the relationship with open innovation, and pointed out that knowledge absorptive  
capacity plays a mediating role in this relationship.  
Previous studies were conducted in different types of organizations. However, there are limited studies  
conducted in the context of higher education institutions. From the above arguments, the author proposes the  
hypothesis:  
H1: Organizational culture has a positive impact on innovation capacity  
3.2. Organizational Culture and Satisfaction  
In studies on the relationship between organizational culture and employee satisfaction, there is a growing body  
of evidence that organizational culture plays an important role in influencing employee satisfaction in an  
organization (Reidhead, 2020; Zhang & Li, 2013). Specifically, Zhang and Li (2013) described the relationship  
between organizational culture and employee satisfaction in a family business in China, and provided a  
quantitative approach to support managerial decisions to improve organizational performance through cultural  
change.  
In addition, other studies have also emphasized the role of organizational culture in enhancing employee  
satisfaction through factors such as leadership and work environment (Kawiana et al., 2018; Rizal & Mulyana,  
2021). For instance, Kawiana et al.’s (2018) study found that organizational culture along with employee  
satisfaction positively influences organizational commitment and employee performance. Similarly, Rizal and  
Mulyana (2021) highlighted that work environment and organizational culture have a significant impact on  
employee satisfaction at CV Saudara Mulya Bersama.  
Azmy’s (2019) study extended the research by examining the factors that drive employee Commitment in higher  
education institutions, where factors such as compensation, leadership, organizational culture, work  
environment, and training and development activities were highlighted. These factors contribute to enhancing  
employee satisfaction and commitment to the organization.  
In addition, factors such as leadership style and work environment are also considered as mediating or  
coordinating factors in the relationship between organizational culture and employee satisfaction. Research by  
Sinabariba and Fahmi (2021) has demonstrated that transformational leadership style along with organizational  
culture indirectly affects employee performance through job satisfaction. In addition, some studies by Aydin and  
Ceylan (2008) and Kosasih (2017) also emphasized that, to improve employee satisfaction, organizations need  
to focus on organizational learning and leadership factors that are consistent with organizational culture.  
From the above arguments, the author proposes the hypothesis:  
H2: Organizational culture has a positive impact on university lecturer satisfaction  
3.3. Innovation and Satisfaction  
Organizational innovation capacity has been shown to have a close relationship with employee job satisfaction.  
According to Egan et al. (2004), organizational innovation culture has a positive effect on employee job  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
satisfaction, thereby promoting organizational effectiveness such as reducing turnover intention and improving  
individual work efficiency.  
In addition, Jamshed and Siddiqui (2019) proposed a theoretical model in which organizational culture can  
stimulate or inhibit innovation, and has a bidirectional relationship with job satisfaction. The research results  
show that the better the organization's innovation capacity, the more satisfied employees are with their jobs.  
The overall research shows that the relationship between organizational innovation capacity in educational  
institutions has not been specifically studied. This shows that there is a lack of empirical evidence supporting  
this relationship. From the above arguments, the author proposes the hypothesis:  
H3: Innovation has a positive impact on the satisfaction of university lecturers  
3.4. Lecturer Satisfaction and Commitment  
In the study by Van Tuan and Anh (2024), the factors influencing the job satisfaction of employees in higher  
education institutions were clearly identified, showing that factors such as the working environment and  
management policies have a direct impact on the level of employee commitment. This is consistent with other  
studies that emphasize the importance of a positive working environment in maintaining employee satisfaction.  
The study by Ocen et al. (2017) found that training programs have a positive impact on both job satisfaction and  
commitment, with satisfaction playing a mediating role in this relationship. Similarly, Mahmood et al. (2019)  
demonstrated that factors such as compensation, career stability, and job enrichment influence Commitment  
levels through job satisfaction, especially in the context of developing countries. These findings suggest that  
organizational policies aimed at enhancing employee satisfaction can be an effective tool to promote long-term  
Commitment. In addition, the above studies also show the mediating role of satisfaction between organizational  
factors and employee commitment.  
However, there is a lack of studies conducted in educational institutions. Based on the above arguments, the  
author proposes the following hypothesis:  
H4: Satisfaction has a positive impact on organizational commitment of lecturers  
H5: Satisfaction plays a mediating role between organizational culture and lecturer commitment  
H6: Satisfaction plays a mediating role between innovation and lecturer commitment.  
Figure 1: The research model is presented by the authors in below:  
Organizational  
culture  
Satisfaction  
Commitment  
Innovation  
Source: Author proposes a research model  
4. METHODOLOGY  
4.1. Data collection  
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The study collected data using a convenient sampling method through an online survey (GG form). Using  
existing relationships from colleagues, the author randomly sent survey forms to university lecturers in Hanoi.  
Data was collected from February 2025 to April 2025. At the end of the survey, the author collected 350 forms,  
of which 326 were valid and were analyzed using Smart PLS 3 software.  
Descriptive statistics of the study sample are presented in the table below:  
Table 1. Descriptive statistics of the study sample  
Demographic Variables  
Group  
Number (n) Percentage (%)  
Male  
137  
189  
82  
42  
Gender  
Female  
58  
Under 30  
30–40  
25.2  
38  
124  
85  
Age  
41–50  
26.1  
10.7  
52.1  
47.9  
17.8  
45.4  
36.8  
68.1  
31.9  
Over 50  
Master  
35  
170  
156  
58  
Education Level  
Doctor  
Under 5 years  
5–10 years  
Over 10 years  
Public  
Working Experience  
148  
120  
222  
104  
School Type  
Non-pubic  
Source: Author's synthesis  
4.2. Scale and Questionnaire Development  
With a quantitative approach, the study completely inherits the scales from previous studies. This helps the study  
ensure reliability. The Organizational Culture scale includes 9 observed variables. The Commitment scale  
includes 4 observed variables. The Satisfaction scale includes 5 observed variables. The Innovation scale  
includes 5 observed variables. The scales are designed in a 5-point Likert format from Completely Disagree to  
Completely Agree.  
5. Research Results  
5.1. Scale Reliability  
The results of reliability testing and convergent validity of the scales show that all observed variables meet the  
requirements for factor loading, with values greater than 0.7 indicating a good representation of each variable  
for the corresponding research concept.  
Specifically, the "Commitment (GB)" scale consists of 4 variables (GB01 to GB04) with factor loadings ranging  
from 0.804 to 0.833. Cronbach's Alpha is 0.84, rho_A is 0.844, composite reliability is 0.893 and average  
variance extracted (AVE) is 0.676, all exceeding the recommended threshold. This confirms that the GB scale  
has good reliability and convergent validity.  
The "Organizational Culture (VH)" scale consists of 9 variables, with factor loadings ranging from 0.708 to  
0.810. Cronbach's Alpha is 0.937, rho_A is 0.938, composite reliability is 0.946 and AVE is 0.592. Although  
some variables have low loading factors (near 0.7), in general, the composite indices meet the requirements,  
demonstrating a very high level of reliability of the VH scale.  
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The "Satisfaction (HL)" scale consists of 5 variables with loading factors ranging from 0.801 to 0.863. The  
Cronbach's Alpha (0.885), rho_A (0.887), composite reliability (0.916), and AVE (0.686) indices all show high  
levels of internal and convergent reliability.  
Similarly, the "Innovation (ST)" scale consists of 5 variables with loading factors ranging from 0.727 to 0.877.  
The Cronbach’s Alpha index was 0.881, rho_A was 0.885, the composite reliability was 0.914, and the AVE  
was 0.680 – all exceeding the recommended threshold, indicating that the ST scale has good measurement  
quality.  
Table 2. Reliability  
Factor  
Loadings Alpha  
Cronbach's  
Variables  
Scale  
rho_A  
Composite Reliability  
AVE  
GB01  
GB02  
GB03  
GB04  
VH01  
VH02  
VH03  
VH04  
VH05  
VH06  
VH07  
VH08  
VH09  
HL01  
HL02  
HL03  
HL04  
HL05  
ST01  
ST02  
ST03  
ST04  
ST05  
0.833  
0.824  
0.804  
0.827  
0.789  
0.708  
0.804  
0.753  
0.78  
0.840  
0.844  
0.893  
0.676  
Commitment (GB)  
0.937  
0.938  
0.946  
0.592  
Organizational  
(VH)  
culture  
0.81  
0.79  
0.744  
0.791  
0.811  
0.813  
0.863  
0.857  
0.801  
0.798  
0.864  
0.877  
0.727  
0.848  
0.885  
0.881  
0.887  
0.885  
0.916  
0.914  
0.686  
0.680  
Satisfaction (HL)  
Innovation (ST)  
Source: Author's synthesis  
5.2. Discriminant validity  
The discriminant validity analysis table according to the Fornell & Larcker criteria shows that all scales in the  
research model meet the requirements of discriminant validity. Specifically, the square root of the variance  
extracted (AVE) at the diagonal is larger than the correlation coefficients between the latent variables, which  
proves that each scale measures a separate concept and does not overlap.  
For the Commitment (GB) scale, the square root of AVE is 0.822, higher than the correlation coefficients with  
Organizational Culture (0.692), Innovation (0.670) and Satisfaction (0.671). Similarly, the Organizational  
Culture (VH) scale has an √AVE of 0.769, larger than the correlation with GB (0.692), ST (0.796) and HL  
(0.663). The Innovation scale (ST) achieved an √AVE of 0.825, which is higher than the correlation with GB  
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(0.670), VH (0.796) and HL (0.679). Finally, the Satisfaction scale (HL) had an √AVE of 0.828, which is higher  
than the correlation with the remaining variables such as GB (0.671), VH (0.663) and ST (0.679).  
Table 3. Distinctiveness  
GB  
VH  
ST  
HL  
0.822  
0.692  
0.67  
GB  
VH  
ST  
0.769  
0.796  
0.663  
0.825  
0.679  
0.671  
0.828  
HL  
Source: Author's synthesis  
5.3. Hypothesis testing  
The results of the hypothesis testing show that all relationships in the model are accepted with a high level of  
statistical significance. Specifically, hypothesis H1 testing the relationship between organizational culture (VH)  
and innovation (ST) has an impact coefficient of β = 0.481, T = 10.235 and p = 0.001, indicating a positive and  
significant influence. The f-square value (f² = 0.310) reflects a large influence, while VIF = 2.111 is within the  
allowable limit, indicating no multicollinearity problem.  
Hypothesis H2 confirms that organizational culture affects job satisfaction (HL) with β = 0.414, T = 8.911, p =  
0.003, f² = 0.221 and VIF = 2.045. Similarly, hypothesis H3 shows that innovation has a positive effect on  
satisfaction (β = 0.351, p = 0.000) with a moderate effect size (f² = 0.181) and VIF = 1.865.  
Hypothesis H4 shows that job satisfaction has a strong effect on commitment (GB) with an impact coefficient  
of β = 0.446, T = 9.821, p = 0.000, f² = 0.274 and VIF = 1.931, confirming the central role of satisfaction in the  
model.  
The two mediation hypotheses (H5 and H6) tested the mediating role of satisfaction in the relationship between  
VH → GB (β = 0.184, p = 0.002) and ST → GB (β = 0.157, p = 0.005), respectively. This shows that the  
hypothesis is accepted and statistically significant.  
Table 4. Hypothesis testing  
Impact  
coefficient (β)  
Hypothesis Relationship  
T statistics  
P value  
f-square (f²) VIF  
Conclusion  
H1  
H2  
H3  
H4  
VH → ST  
VH → HL  
ST → HL  
HL → GB  
0.481  
10.235  
8.911  
7.503  
9.821  
0.001  
0.003  
0.000  
0.000  
0.310  
0.221  
0.181  
0.274  
2.111  
2.045  
1.865  
1.931  
Accepted  
Accepted  
Accepted  
Accepted  
0.414  
0.351  
0.446  
VH → HL →  
GB  
ST → HL →  
GB  
H5  
H6  
0.184  
0.157  
3.154  
2.799  
0.002  
0.005  
0.045  
0.038  
-
-
Accepted  
Accepted  
Source: Author's synthesis  
6. DISCUSSION AND IMPLICATIONS  
6.1. Discussion  
First, organizational culture is confirmed to be an important foundation for promoting both innovation and job  
satisfaction. This suggests that a work environment with clear values, respect for personal development and  
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encouragement for learning will facilitate the organization to promote initiatives and innovations, thereby  
making lecturers feel satisfied with their work.  
In addition, innovation is not only a consequence of a positive organizational culture but also a factor  
contributing to improving lecturer satisfaction. When lecturers have the opportunity to implement new ideas and  
are supported by the organization in innovation activities, they will feel valued and trusted, thereby increasing  
their commitment. This is especially meaningful in the current context of higher education, where innovation is  
a vital factor in adapting to change.  
In particular, job satisfaction is identified as an important mediating variable in both relationships: from  
organizational culture and from innovation to commitment. This clarifies the indirect effect mechanism and  
confirms that no matter how strong the organization's cultural foundation or high innovation capacity is, if it  
cannot be transformed into positive feelings at work, it will be difficult to retain lecturers for a long time. Thus,  
the accepted hypotheses not only confirm the correctness of the research model but also suggest directions for  
effective human resource management in higher education institutions.  
6.2. Implications  
First, the school needs to focus on building and maintaining a positive organizational culture that promotes  
collaboration, transparency, and academic development. Maintaining clear cultural values not only helps faculty  
feel understood and respected, but also creates favorable conditions for them to maximize their professional  
capacity in a stable and oriented environment.  
Second, the leadership needs to have specific policies to promote innovation capacity among faculty and the  
organization. This can be done through supporting resources, encouraging experimentation with new teaching  
methods, creating incentives for research, and promoting interdisciplinary collaboration. When faculty are  
encouraged to innovate, they will feel more committed to the organization because they are empowered and  
recognized.  
Third, managers need to focus on improving faculty job satisfaction, considering it an important bridge between  
organizational factors and long-term engagement outcomes. Factors such as career development opportunities,  
friendly working environment, recognition from colleagues and superiors all need to be designed and adjusted  
appropriately to enhance the career experience of lecturers.  
Finally, the research results suggest that universities should approach human resource management in an  
integrated way between culture, innovation and subjective feelings of employees. A harmonious combination of  
these three factors will be a solid foundation for developing a high-quality teaching staff, contributing to  
improving the competitiveness and training quality of the school in the long term.  
7. CONCLUSION  
This study has confirmed the important role of organizational culture and innovation capacity in improving  
satisfaction and promoting commitment of lecturers at higher education institutions. The analysis results show  
that organizational culture not only directly affects satisfaction but also indirectly affects the level of  
commitment through job satisfaction. Similarly, innovation capacity also contributes to improving satisfaction  
and strengthening commitment to the organization.  
The acceptance of all hypotheses in the model has provided clear empirical evidence on the relationship between  
these factors, thereby clarifying the mechanism of influence of organizational conditions on lecturers' career  
commitment. These findings have important practical implications, suggesting that in order to improve the  
stability and quality of human resources, universities need to pay attention to building a positive cultural  
environment, supporting innovation and improving the work experience of lecturers. The study also contributes  
to the theory of human resource management in the field of education, especially in the context of innovation  
and university autonomy in Vietnam today.  
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