This study investigates the influence of psychological empowerment and organizational justice on Organisational Citizenship Behaviour (OCB) among faculty members in higher education institutions. In an era of academic transformation marked by globalization, digital learning, and performance-based governance, universities increasingly rely on voluntary, cooperative behaviours from faculty that transcend formal job descriptions. OCB-manifested through altruism, conscientiousness, civic virtue, and collegial cooperation-is a vital indicator of institutional health and academic excellence. Drawing upon Social Exchange Theory and Empowerment Theory, this study conceptualises psychological empowerment as a multidimensional construct comprising meaning, competence, self-determination, and impact, which enhances teachers’ intrinsic motivation and commitment. Similarly, organizational justice-encompassing distributive, procedural, and interactional fairness-shapes perceptions of equity and trust within academic environments. The research contributes to organisational behaviour and educational management literature by integrating empowerment and justice frameworks within the academic context. It offers insights for university leaders and policymakers to cultivate a culture of trust, recognition, and participative decision-making-thus enabling faculty members to act as responsible citizens of their institutions and agents of continuous improvement.

Keywords: Organisational Citizenship Behaviour (OCB), Psychological Empowerment, Organizational Justice, Faculty Engagement, Higher Education, Academic Culture.

Views (14)