This paper analyzed time to degree and enrollment intensity (number of hours earned each quarter) for Ohio State University baccalaureate recipients. Using an investment theory framework based on an organizational behavior model, the study sought to determine whether commitment propensity variables were important in explaining degree commitment, whether investment variables were important, and whether degree progress could be predicted. In this academic model, degree commitment was substituted for the job commitment variable in the original model. Commitment propensity was determined using student characteristics, degree expectations, and student ranking. The investment variables included rewards (defined for this study as grade point average); costs (defined as dropped and failed courses); and investments (defined as numbers of quarters at college and total credit hours earned). The study population consisted of 3,774 baccalaureate recipients between June 1994 and June 1997 who started at Ohio State in a fall quarter as new freshmen and were enrolled in a program that required 196 hours. The data analyzed in this longitudinal study were from the Cooperative Institutional Research Program combined with university enrollment and graduation data. Analysis revealed that the variables of investment, rewards, costs, and commitment propensity were found to be statistically significant in predicting time to degree. (Contains 13 references.) (CH)