Unlocking university performance: the role of staff commitment and accreditation effectiveness in Saudi universities

In the rapidly evolving landscape of higher education (HE), understanding the factors that influence institutional performance is critical to achieving sustained success. This study investigates the interplay between staff commitment to change (C2C), accreditation effectiveness (AE), and university performance (UP) within the context of Saudi Arabia’s HE sector. Specifically, it examines how university staff members’ C2C impacts UP, with AE acting as a mediating variable. Adopting a quantitative research design, data were collected through online surveys administered to academic and administrative staff at public and private universities and colleges. The findings reveal that C2C significantly influences both AE and UP, with AE serving as a positive mediator in this relationship. This study extends Organizational Change Theory (OCT) by introducing AE as a mediating mechanism and highlighting the importance of staff commitment in enhancing institutional performance. Key limitations include the study’s cross-sectional nature, modest sample size, and its specific focus on Saudi Arabia. Future research should explore broader contexts, involve additional stakeholder groups, and adopt longitudinal approaches. The findings offer practical implications for institutional leaders in planning accreditation initiatives, enhancing staff engagement, and driving performance improvements. Moreover, the study provides evidence-based insights for policymakers seeking to align accreditation systems with national development goals, such as those outlined in Saudi Arabia’s Vision 2030. These strategies may support long-term institutional success, elevate quality, and enhance global rankings, particularly among underperforming universities in Saudi Arabia. This study contributes conceptually by linking AE to OCT and empirically by validating its mediating role.