The presence of conflict-producing situations for higher education administrators is examined. Basic theory and constructs from organizational behavior research are integrated into a causal model to offer a more comprehensive understanding of role stress and commitment to the university. Research shows direct relationships between degree of role conflict and various work-related outcomes such as job related tension, anxiety, and dissatisfaction; propensity to leave; lack of confidence; and inability to influence decision making. Studies show a relationship between high levels of role conflict and ambiguity and decreased organizational commitment. This study includes entry-level and low-level administrators as well as those at mid- and high-levels. A theoretical perspective is given with an overview of the integrated theoretical framework used to develop the proposed causal model tested in the study. Variables and instrumentation include age, job tenure, sex, years in higher education, role orientation, administration, organizational level, formalization, role conflict, role ambiguity, and organizational commitment. Methods, procedures, and data sources are noted. Results are discussed in terms of causal influences on role conflict, role ambiguity, and organizational commitment. Specific findings on age and sex suggest that university organizations should make an effort to retain competent administrators and to recruit more qualified women administrators. Minimizing conflict and ambiguity should serve to minimize their negative impact on commitment to the university. Three appendices include: the higher education administrator survey used in the study; a comparison of alpha reliability estimates obtained in current sample with those previously reported (N=362); and scale and descriptors for the variable--organizational level. Tables are included. Contains 29 references.(SM)