Pathways for retaining human capital in academic departments of a South African university

Abstract

Background: The article underscores the process of knowledge retention for academics in select academic departments in the College of Human Sciences (CHS) at the University of South Africa (UNISA). The knowledge economy is ubiquitous and necessitates that organisations foster innovation and improve efficiency, effectiveness, competitiveness and productivity through knowledge retention. In an academic setting, which is the focus of this article, the situation is no different because there seems to be an accord worldwide that the quality of higher education largely depends on the qualifications of staff and professorial capability in quality research, instruction and doctoral level certification. By implication, it is critical that the retention of knowledge should be prioritised to ensure the curtailment of the impact of knowledge attrition.Objective: The study intends to profile knowledge assets in CHS, determine retention strategies and offer suggestions about regenerating knowledge retention initiatives.Research methodology: A quantitative approach, more specifically the informetrics technique of data mining, was adopted to profile academics in CHS at UNISA.Results: The results confirm the assertion that there is a discrepancy between senior academics who are probably due to leave the university in the next few years, and entrants who will replace them. The issue is worsened by the lack of an institutional framework to guide, standardise, strengthen or prioritise the process of knowledge retention.Conclusion: The study recommends the prioritisation, formalisation and institutionalisation of knowledge retention through the implementation of a broad range of knowledge retention strategies

Inclusive/exclusive talent management, responsible leadership and organizational downsizing

“…In academic arenas, Martins (2010) indicates that academics are considered talented as they possess knowledge, experience, skills and other exceptional capabilities that can be used for the betterment of both their organization and society. Drucker (2001) and Dube and Ngulube (2013) label academics as golden workers because of the valuable and irreplaceable credentials and experience they have. Abu Said et al (2015) clarify that the main areas academics should contribute to are: supervising students, publishing, consulting and engaging in commercialization activities on behalf of their universities.…”

Teaching Research Psychology in South Africa: reflections by programme coordinators

“…A worrying phenomenon raised by some of the programme coordinators is the internal loss of expertise as teaching staff retire, resign, or migrate out of academia without students being retained within the field of academia as future educators. The ‘brain drain’ described by one programme coordinator holds direct implications for the scope of the curriculum since coordinators are forced to reduce the scope of that content area (Dube & Ngulube, 2013; Subbaye, 2017; Tettey, 2009). This situation questions the institutional succession planning, remuneration, and recruitment strategies that aim to ensure that academic departments are sufficiently equipped to provide high quality, relevant, and appropriate skills and knowledge to their students.…”

Understanding knowledge leakage: a review of previous studies

“…Five papers were assigned to the general theme of knowledge retention. These studies addressed knowledge retention from different sides, such as the role of knowledge storage (Fiedler and Welpe, 2010) and knowledge capture (Jackson, 2010), influential factors (Martins and Mayer, 2012), the handling of the topic in a specific sector (Dube and Ngulube, 2013) or specific actions that might be taken in organizations (Levy, 2011).…”

“…Articles Acton and Golden (2003), Ahmad et al (2014), Arif et al (2009), Barbosa et al (2009), Bessick and Naicker (2013), Bleich et al (2009), Bresnen et al (2003), Brosi et al (2007), Calle et al (2013), Capilla et al (2010), Carmel et al (2013), Cattani et al (2013), Daghfous et al (2013), DeLong (2009, Dewah (2013), Dube and Ngulube (2013), Durst and Wilhelm (2011, Fiedler and Welpe (2010), Frigo (2006), Gannon and Banham (2011), Girard (2006), Gotthart and Haghi (2009), Gurcaylilar-Yenidogan (2014), Jackson (2010), Merrill et al (2008), Jafari et al (2011), Jiang et al (2013, Kalotina and Sigala (2010), Kamsu-Foguem et al (2013), Kaplan (2013), Kim (2014), Kraaijenbrink (2012), Kuhar et al (2010), Lau et al (2010), Le et al (2013), Levy (2011), Li et al (2012, Loforte Ribeiro and Leitão Tomásio Ferreira (2010), Lwoga et al (2010), Marsh and Stock (2006), Martins and Mayer (2012), Massingham (2008), Massingham and Massingham (2014), Mess...…”