It’s very different here: practice-based academic staff induction and retention

King, Virginia; Roed, Jannie; Wilson, Louise

doi:10.1080/1360080x.2018.1496516

Cited by 26 publications

(20 citation statements)

References 31 publications

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“…Can organisations succeed in reducing academics' turnover intention? To answer this research question, existing literature has primarily focused on academics' attitudes, behaviours [1][2][3][4], and organisational practices, in particular, its human resource management practices, which are perceived as predictors of academics' turnover intention [5][6][7][8]. Most recently, the focus has been on the role of work-life balance practices in alleviating employees' turnover intention.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Person-Job Fit between Work-Life Balance (WLB) Practices and Academic Turnover Intentions in India’s Higher Educational Institutions

Samad¹,

Saufi

Devadhasan³

et al. 2021

Sustainability

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This study examines the impact of work-life balance (WLB) practices concerning academics’ turnover intention, person-job fit (PJF), and PJF’s relationship with academics’ intention to leave their jobs. The study further investigates person-job fit as an underlying mechanism of the association between WLB practices and turnover intention. The study’s data were collected through a self-administered questionnaire garnered from 550 full-time academics working in higher educational institutions in South India (Andhra Pradesh, Karnataka, Kerala, Tamil Nadu, and Telangana, as well as the union territories of Lakshadweep and Puducherry). Partial least squares structural equation modelling (PLS-SEM) was employed for the statistical analysis of the data, using Smart PLS 3.2.8 software. The study ascertained that WLB practices have a negative impact on academics’ turnover intention. Additionally, the study discovered that WLB practices have a positive impact on PJF. Similarly, PJF seems to have a significant negative influence on turnover intention. Moreover, PJF partially and negatively mediates the influence of WLB practices on turnover intention. Consequently, this study suggests implementing several WLB practices (e.g., telecommuting, job sharing, flexitime, paid parental leave, etc.) into higher educational institutions, since it may not only improve academics’ perception of their person-job fit but it may also reduce their turnover intention.

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Section: Introductionmentioning

confidence: 99%

The Mediating Role of Person-Job Fit between Work-Life Balance (WLB) Practices and Academic Turnover Intentions in India’s Higher Educational Institutions

Samad¹,

Saufi

Devadhasan³

et al. 2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…In addition, some institutions deliver additional customized workshops on things such as the local culture and customs. Several participants mentioned that academic staff induction is intended as a long-term process of mutual benefit rather than a series of training commitments and approval hurdles the employee alone must satisfy, which is the approach to induction and development recommended by King et al (2018).…”

Section: Resultsmentioning

confidence: 99%

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Wilkins

Neri²

2018

Journal of Studies in International Education

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The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by 14 individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit’s arrival in the host country, during the induction period, and on an ongoing basis.

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“…According to contemporary literature, high turnover among academic staff is most likely caused by the inability of the academic workplace to meet individual expectations and perceptions that their specific needs are not being met. (For example see, Bucklin et al, 2014;King et al, 2018;O'Meara, Bennett, & Neihaus, 2016;Robyn & Du Preez, 2013;Watanabe & Falci, 2016;Yan, Yue, & Niu, 2015).…”

Section: A Pre-covid-19mentioning

confidence: 99%

Applied Management Post-Covid19: Implications for Academic Managers in Private Higher Education, Beyond Crises

Šola

Qureshi

Khawaja³

2021

EJES

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The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time & cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future. Article visualizations:<img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" />

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It’s very different here: practice-based academic staff induction and retention

Cited by 26 publications

References 31 publications

The Mediating Role of Person-Job Fit between Work-Life Balance (WLB) Practices and Academic Turnover Intentions in India’s Higher Educational Institutions

The Mediating Role of Person-Job Fit between Work-Life Balance (WLB) Practices and Academic Turnover Intentions in India’s Higher Educational Institutions

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Applied Management Post-Covid19: Implications for Academic Managers in Private Higher Education, Beyond Crises

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