The factorial validity of the Maslach Burnout Inventory‐General Survey (MBI‐GS) was investigated among employees of a multinational company in the forest industry. The present study includes data from Finnish, Swedish and Dutch employees (total N = 9055). The hypothesized three‐factor model of the MBI‐GS (Exhaustion, Cynicism, Professional Efficacy) was replicated across occupational groups (i.e. managers, clerks, foremen technicians, blue‐collar workers) and nations. The fit of this model to the data was superior to alternative one‐ and two‐factor models in all samples under investigation. In addition, the three‐factor structure of the MBI‐GS proved invariant across all occupational groups. The internal consistencies of the three subscales are satisfactory, except for the cynicism scale in some subsamples. Therefore, it is suggested to exclude one—ambiguous—cynicism item. Finally, some differences in levels of burnout are found between nations and occupational groups that are consistent with earlier findings.

ABSTRACT

Despite significant inroads being made in the concept of talent management, the application thereof in higher education

No abstract

Orientation: Academic staff members have a crucial role in the success of higher education institutions (HEIs). Therefore, it is imperative to cultivate an appealing organisational brand that will attract them to HEIs as an employer of choice.Research purpose: The main objective of this study was to explore management perceptions on a higher educational institution as a brand for the attraction of talented academic staff.Motivation for the study: Although a substantial amount of research has been conducted on organisational branding, not much has emphasised the higher educational sector.Research approach, design and method: A qualitative research approach was adopted, using semi-structured interviews to collect data from management (N = 12) of a merged South African HEI.Main findings: The findings revealed six themes that should form the core of a higher educational brand for academic staff: reputation and image, organisational culture and identity, strategic vision, corporate social responsibility and work and surrounding environment.Practical/managerial implications: The findings of the study will assist higher education management to create a compelling organisational brand and work environment to attract and retain talented academic staff members.Contribution/value-add: This research makes a valuable contribution towards creating new knowledge in the key that should form part of an appealing higher education brand that will attract and retain current and future talent.

Orientation: South African higher education institutions (HEIs) are facing significant challenges in attracting talents to academic positions.Research purpose: The main objective of this research was to determine factors that will attract early career academics to South African HEIs.Motivation for the study: Currently there exists limited research on factors that attract early career academics to HEIs as preferred employers.Research approach, design and method: A qualitative approach was adopted for this study; semi-structured interviews were conducted to gain data. The study participants comprised of 23 academic staff members from various merged South African HEIs.Main findings: The findings show that nine themes are related to the attraction of early career academics to HEIs: career development and advancement, opportunities to make a contribution, employer branding and prestige, job security, flexible working hours (work–life balance), intellectual stimulation, innovation, opportunity to apply skills and autonomy.Practical/managerial implications: The results also challenge HEIs to develop a superior employer brand with a strong employee value proposition (EVP) that would attract, develop and reward early career academics for their work efforts.Contribution/value-add: The study provides important practical guidelines that could assist HEIs to attract talented early career academics and become an employer of choice.

Orientation: School principals have an important role to play in the quality of service delivery in schools. Evidence suggests that school principals are generally poorly compensated, which has an adverse impact on their well-being and subsequent service quality orientation.Research purpose: This study investigated whether rewards are a predictor of well-being and service orientation of school principals in the North-West province.Motivation for the study: Effective school principals are fundamental to the success of any school, which necessitates the establishment of an effective reward and remuneration system.Research design, approach and method: Quantitative research was carried out among school principals (N = 155) in four districts of the North-West province. The Total Rewards Scale, Maslach’s Burnout Inventory – General Survey, the Utrecht Work Engagement Scale and the SERVQUAL measure were administered among the principals.Main findings: The results showed that rewards are a significant predictor of the well-being and service quality of school principals. The results further showed that burnout significantly reduces the service quality of school principals. No significant relationships were found between work engagement and the service quality of school principals.Practical/managerial implications: An effective total rewards system enhances the well-being of school principals and, subsequently, their willingness and commitment to delivering quality services.Contribution: The results of this study point out some key elements that need to be considered by the Department of Education to enable quality service delivery in South African schools.

Talent management of academics is becoming a central management challenge as it becomes more difficult to retain key and competent staff. The main objective of this research was to determine the job demands and job resources of academic staff (N=146) that can have an impact on their talent management in South African higher education institutions. The results showed that academics experienced high job demands compared to the availability of job resources. The results also showed that white ethnic groups, associate professors, older academics and academics working for longer hours a week experienced significant higher job demands than their counterparts. Recommendations are made.