Retention Of Academics Research Articles

Medical Laboratory Science Education in Australia: An Academic Review

Medical Laboratory Scientists contribute to pathology organizations to provide medical testing for the diagnosis, treatment, and prevention of disease. To meet patient medical testing demands in Australia, an employment projection of moderate growth by 2026 in Medical Laboratory Scientists is predicted. This requires an experienced academic workforce that is competent in Medical Laboratory Science (MLS) teaching supported by MLS research to graduate skilled MLS students to fill this void. However, there is little known about the academics that teach undergraduate MLS and whether there is a shortage of experienced educators and graduates. A mixed-method descriptive cross-sectional study design was used to identify 125 MLS academics to recruit and collect quantitative and qualitative survey data from 2019 to 2021. Over half of the survey respondents had never worked as a Medical Laboratory Scientist, and less than a third had an undergraduate degree in MLS. The breadth and depth of academic teaching and research interest were wide and covered both MLS and non-MLS themes. The retention of MLS academics remained stable. There was a meagre growth in new appointments over 3 years which was likely impacted by the COVID-19 pandemic which also impacted student enrolment and graduate data. It is unclear from these results if the 2026 predicted growth will be achievable.

Factors affecting the retention of millennial academics

Orientation: South African higher education institutions (HEIs) face significant challenges in attracting and retaining younger-generation academics. This results in a critical shortage of a talented pool of scholars required for succession and the sustainability of HEIs over the longer term.Research purpose: This study aimed to explore the factors affecting the retention of millennial academics in South Africa.Motivation for the study: The retention of millennial academics is essential to the success of HEIs. Research on the factors affecting the retention of this cohort of academics is scarce despite their growing importance in sustainable HEI practice.Research approach/design and method: The study adopted a cross-sectional qualitative research approach using semi-structured interviews to collect the data. The sample included 14 millennial academics representing various public HEIs in South Africa. Thematic analyses were applied to analyse the data.Main findings: The findings showed that five factors should be considered to retain millennial academics: career and growth opportunities, work environment, rewards, leadership and work–life balance.Practical/managerial implications: The study concluded that an integrated talent retention strategy should be developed that, at a minimum include opportunities for career development, employee growth, healthy employee–employer relationships, employee support and market-related compensation to retain millennial academics.Contribution/value-add: This research contributes to the limited knowledge of the factors affecting the retention of millennial academics.

Permanence policies of a public university during the 2020-2021 coronavírus pandemic: numbers and confrontations

This is research that aims to outline the permanence policies that a public state university in Paraná offered to students during the new coronavirus pandemic, called Covid-19. We sought to carry out a numerical survey of the impacts of these policies on the retention and dropout of students on the campus where the research took place. To this end, studies were carried out related to documents published and edited by the institution during the year 2020, which highlight the numerical data on evasion, retention and admissions in the years 2020 and 2021, years in which Emergency Remote Education (ERE) was deployed. In relation to numerical surveys, a database was developed listing all students who dropped out and those who remained at the institution during these pandemic years. The aim was to identify the possibilities to carry out tactical actions that contribute to the retention of academics in this historical moment and contribute to reducing dropout rates on the University campus.

Clinical research in the NHS: a cross-sectional study of research engagement during the monkeypox pandemic

BackgroundRecruitment and retention of clinical academics in the UK is under threat. Acute clinical crises can increase opportunities for clinical research. We aimed to examine research involvement among clinicians working...

The Role of Local Language Mastery for Foreign Talent Management at Higher Education Institutions: Case Study in Czechia

Purpose: This article explores the role and impact of Czech language mastery in the integration and retention of foreign academics in HEIs in the Czech Republic (Czechia). Czech higher education institutions (HEIs) aspire to attract the best talents to the workplace. The well-being of foreign experts in local workplaces is often researched without expounding the impact of local language mastery. HEIs in Czechia, like other universities in the European Union (EU), have strategic needs for foreign talents in tertiary education, however, various barriers persist in attracting and retaining foreign academics in Czechia.
 Design/Method/Approach: Based upon the theories of Global Talent Management, Internationalization, and Social Ecology, this study conducted quantitative research and collected primary data from 211 foreign academics living and working in HEIs in Czechia. The study evaluated the dimensions of the well-being of foreign academics with their Czech language mastery. For higher validity, the analyses were supplemented with qualitative research (research triangulation) - a qualitative analysis of open answers to supplementary questions, in which respondents got an opportunity to express their feelings and opinions, was performed.
 Findings: The result shows that although a multicultural environment exists in HEIs in Czechia, which allows for communication in English, the need to understand the local language i.e. the Czech language, for work orientation, administrative procedures and integration of a foreign employee into the local community in the medium and long-term are still pertinent. The Czech language is one of the biggest obstacles while integrating into the local community, and it takes foreigners at least five years to learn it for everyday interaction.
 Theoretical Implications: This study contributes to the extension of Global Talent Management theory by extending the dimension of local language mastery as an important driver for employee integration and retention into a local workplace and community for sustainable employment.
 Practical Implications: The study found that foreign academics can improve Czech language proficiency and feel better integrated with local communities after five years in Czechia. HEIs could play a proactive role in integrating and retaining foreign talents by assisting with local language mastery.
 Originality/Value: This study highlights the importance of local language mastery in regional HEIs of the EU, whose retention of foreign talents is directly affected by the expatriates’ ability to master the local language.
 Research Limitations/Future Research: The research lacked sufficient information on the total number of foreign academics currently residing in Czechia. However, 211 foreign academics participated in this study. Future studies could expand the study by surveying foreign experts in other EU countries as well as including other dimensions besides local language mastery.
 Paper Type: Empirical
 JEL Classification: F22, I23, J24, J49

Supporting the Recruitment, Retention, and Progression of Clinical Academics: the Academy of Medical Educators.

Supporting the Recruitment, Retention, and Progression of Clinical Academics: the Academy of Medical Educators.

Tips to Support the Recruitment, Retention, and Progression of Clinical Academics.

Training to become a clinical academic is a long and arduous process with many obstacles. Many potential candidates fall by the wayside both during and following completion of the combined clinical and academic training pathway with negative implications for clinical and translational research and teaching. Findings from a recent national multi-funder study, alongside clinical academic experiences and current literature, have led to the creation of this 12-tip paper. The tips are targeted at supervisors and employers of clinical academics, aiming to improve recruitment, experiences, retention, and progression through the career path.

Perceptions of academic staff about mentoring in a Faculty of Dentistry in a public university in South Africa

Mentoring programs contribute to the development and retention of academics in dental education. To describe the perceptions of academic staff of the Faculty of Dentistry, University of the Western Cape, South Africa, about a funded pilot mentoring process. Cross-sectional, purposive sampling qualitative design. Twenty mentees who had engaged in the funded mentoring process were targeted for semi-structured interviews, to describe their perceptions about the ongoing mentorship process, experiences in other mentoring processes, and expectations about future formal mentoring in the faculty. Quantitative data was analysed descriptively, while content analysis of the qualitative data was performed to identify themes. Perceptions of eight mentees, aged 37 to 59 years and spent between 3 and over 20 years in the faculty, were categorized into two themes - ‘A welcome initiative’ and ‘Mentorship seen as a holistic experience’. The program provided the much-needed space where mentees felt they could seek guidance for their development. Expectations from a future formal program included assistance in meeting institutional and personal demands. Participants’ expectations were broader than what the pilot program offered, though

FENOMENOLOGI INSTITUSI KEKELUARGAAN DALAM PENTAFSIRAN DAN MAKNA PENGALAMAN HIDUP: KEUPAYAAN ADAPTASI KELUARGA SEBAGAI PIHAK SIGNIFIKAN PENENTU KEJAYAAN TUGASANAHLI AKADEMIK EKSPATRIAT DI INSTITUSI PENGAJIAN TINGGI MALAYSIA

This paper provides an understanding of the social structure seen as a phenomenology that directs one’s thinking in relation to the interpretation and meaning of life experiences in family institutions where family adaptation is a significant factor in determining the success of expatriate academics. The objective of the study was to unravel expatriate interpretations of expatriation decisions, where such interpretations were debated and taking into account family adaptability as a significant party in determining the success of the assignment of academics who have continuity with the experience of expatriate institutions in the host country. The research was carried out by utilising qualitative methods of in-depth interviews with 20 expatriate academics selected from three Malaysian Public Universities. While the appropriate criteria for respondents include the following characteristics, namely (a) has resided for at least one year in Malaysia using a valid employee visa, (b) has been offered a position as academic staff and has renewed a contract of service, (c) a self-initiated expatriate in undertaking expatriation and (d) work full-time and is not classified as an inter-university exchange staff or on sabbatical leave. The study found that the family factor is the influence of the career environment of an expatriate academic while serving in Malaysia. This is seen as a valuable input for the expatriate academics in adapting to the career of the country’s higher education arena while encouraging retention of expatriate academics in the higher education industry in Malaysia. Two new findings were presented namely (i) moral and emotional support systems which give positive indications of international assignment success, and (ii) support of the relevant social networks with local communities as one of the determinants of expatriate success adapting to the host country environment.

Enhancing university employer attractiveness for the next generation of academics

ABSTRACT While satisfaction, engagement and retention of academics has been widely discussed, there is less acknowledgement that a university must first convince high-quality academic talent of the benefits of joining their institution. This paper sought to identify the key factors that influence early-career and aspiring academics to choose employment with a university. Fifty early-career academics or PhD scholars aspiring to academic careers gave their perspectives on this critical issue. The key findings point to five key factors that enhance the attractiveness of universities in the eyes of this next generation of talent, including reputation, organisational culture, role characteristics, career development and growth, and physical characteristics. We argue that universities, regardless of size, location or ranking, must strive to differentiate themselves and their offerings and focus on some key messages when recruiting academics.

Learning and educating with ecological ink: a tutorial teaching practice in the Serra do Espinhaço

The present work is an extension project developed by the Tutorial Education Program (PET) - Strategies to reduce the retention and dropout of academics at UFVJM. This project aimed to develop and teach the lay population in the Diamantina region to produce ecological, inexpensive and efficient paints, from the sieved soil under dilution with water and PVA - Polyvinyl Acetate glue, in order to use them to paint facades of houses and buildings of poor families or communities present in the locality. Therefore, for the performance of the project, volunteer students were selected who had an academic performance coefficient (CRA) of less than 60 or with one or more failures in subjects, in order to meet the purposes of this PET group, combating retention and evasion. During the project, the volunteer team was monitored for the performance of CRA, trained in the production of paints and in the promotion of workshops in educational institutions, which brought up issues inherent to environmental education and the production and viability of ecological paints. The project contributed to the exchange of experiences and bonds between the external and academic community, through technical visits and offered workshops.

Developing the next generation of university teachers

South Africa’s higher education system requires systemic mechanisms to respond to the urgent, complex, and often competing urgent calls to transform. The New Generation of Academics Programme (nGAP) is an example of a systemic response to the challenges related to the composition and capacity of academic staff to adequately respond to the competing demands placed on higher education. The programme is designed to support public institutions’ recruitment, development and retention of early career academics (DHET, 2016). The programme allows appointees who have limited formal teaching experience access into an academic career. Questions have arisen, though, regarding the development of nGAP appointees as teachers that can contribute to institutional changes in pedagogical approaches and to curriculum development more generally. This study investigates how dominant discursive constructions of teaching, emerging from induction programmes in four institutions, may contribute to shaping a new generation of university teachers.

A Comparative Analysis of Job Satisfaction and Turnover Intentions Among University Lecturers in Nigeria

The job satisfaction and turnover anomaly are employment challenges in Nigerian universities. This volatile situation often results in industrial actions by lecturers that cause higher education sector logjams. The author pondered the reasons behind job dissatisfaction and the turnover intention of academics. Was there a need to extend the breadth of knowledge already available - thus providing fresh input to address the parlous employment debacle? Did the passage of time, the changing educational ethos, changes in demographics, social needs and expectations demand a review of available knowledge to stabilise the retention of academics? In response, the researcher developed the Three-Factor concept to counter employment’s revolving door at Nigerian Universities. Consequently, the researcher’s Three- Factor Model highlighted previously unknown job dissatisfaction factors at selected universities. This study allows policymakers and other stakeholders to have a more informed understanding of the turnover anomaly that was not identified by previous theoretical models.

Exploring the causal relationship between the antecedents and consequences of talent management for early career academics in South African higher education institutions

Orientation: South African public higher education institutions (HEIs) are facing significant challenges to attract and retain quality early career academics. Therefore, the need exists to explore the potential antecedents and consequences of effective talent management practices for early career academics.Research purpose: The objective of this study was to explore the causal relationship between the antecedents (i.e. talent attraction; management support) and consequences (organisational commitment; intention to quit) for early career academics employed in selected South African public HEIs.Motivation for the study: Research using a holistic approach for the effective talent management of early career academics is lacking.Research approach/design and method: Quantitative data were gathered by administering a Talent Attraction Tool, a Talent Development Measure, a Talent Retention Diagnostic Tool and the Organisational Commitment Measure, using a sample of early career academics in public South African HEIs (N = 117).Main findings: The results showed that management support, talent development, compensation and recognition, and satisfaction with institutional practices significantly enhances the organisational commitment of early career academics and reduces their turnover intentions.Practical/managerial implications: The results highlight the importance of management support in enhancing the effective application of talent management practices among early career academics. Higher education managers are encouraged to implement talent development opportunities and adequate compensation and recognition practices to retain early career academics.Contribution/value-add: The research provides useful information on how talent management practices can be effectively applied to enhance the commitment and retention of early career academics.

Non-normative Connections between Work and Family: The Gendered Career Consequences of Being a Dual-career Academic

We investigate the way norms regarding the connections between work and family influence the career consequences of being a dual-career academic. We pay special attention to “gender deviants”—men who indicate that their career is secondary to that of their wife’s career, and women who say their career is primary to that of their husband’s. Analyses using survey data from faculty in seven U.S. universities find male gender conformists (men who perceive their career as primary) report fewer negative career consequences than the other groups. Gender deviants have the lowest levels of organizational commitment. Female and male gender egalitarians (ranking their career as equal) report greater organizational commitment. Gender conformity—that is, ranking one’s career and relationship in the manner society expects—benefits men more so than women. We discuss implications for findings, particularly as they relate to recruitment and retention of dual-career academics in higher education institutions.

International academics in Malaysian public universities: recruitment, integration, and retention

Malaysia aspires for its higher education to be relevant, referred, and respected globally. To achieve that, the Malaysia Education Blueprint (Higher Education) 2015–2025 spelt out the need to search for talent beyond national boundaries, as well as develop the capacity to attract, develop and retain this talent. International academics, who are non-Malaysian citizens, also make up part of this pool of talent. This paper examines issues surrounding the recruitment, integration, and retention of international academics in three public research universities. In addition to understanding the trend for employing international academics, a typology of international academics is proposed to enable a more focused understanding of the challenges and constraints in recruiting, integrating, and retaining international academics in Malaysian public universities.

ACADEMICS PERCEPTIONS OF THE ROLE OF HUMAN RESOURCE PRACTICES IN THEIR RETENTION IN PRIVATE UGANDAN UNIVERSITIES

Ponte Academic JournalNov 2017, Volume 73, Issue 11 ACADEMICS PERCEPTIONS OF THE ROLE OF HUMAN RESOURCE PRACTICES IN THEIR RETENTION IN PRIVATE UGANDAN UNIVERSITIESAuthor(s): Sanjana Brijball Parumasur ,Mary Nalwanga Mutyaba WandaJ. Ponte - Nov 2017 - Volume 73 - Issue 11 doi: 10.21506/j.ponte.2017.11.38 Abstract:Tertiary institutions in Uganda are facing increasing competition for the same pool of academics and as a result are prioritizing the retention of academics. This study assesses academics perceptions of the role of human resources practices (HR planning, recruitment and selection, training and development, compensation, performance appraisal and industrial relations) in the retention of academic staff in private Ugandan Universities. A sample of 313 academics was drawn from six private Ugandan Universities using a proportionate stratified random sampling technique to ensure representation from each institution. Data was collected using a self-developed, pre-coded questionnaire whose psychometric properties were statistically assessed. The results reflect that recruitment and selection was adopted the most, training and development was perceived by academics as having the greatest impact on academic staff retention, management was perceived as being most concerned about recruitment and selection and least concerned about compensation and, recruitment and selection was perceived as being the most effectively implemented HR practice in attempts to enhance retention. Significant intercorrelations also exist among the HR practices studied. The study also presented recommendations for effectively implementing the HR practices in enhancing the retention of academics. Download full text:Check if you have access through your login credentials or your institution Username Password

Academics Attraction and Retention Trends at a South African University

This discussion explores the attraction and retention of academics at a formerly disadvantaged South African university. Data for this predominantly quantitative study was gathered through a questi...

The Work-related Attitudes of Australian Accounting Academics

This study examines the work-related attitudes of Australian accounting academics. A survey of 350 academics provides an insight into the specific organisational and institutional factors associated with the dissatisfaction, stress levels, and propensity to remain of academics. Of particular concern is the lower level of satisfaction and propensity to remain of Associate Lecturers and Senior Lecturers and the significant research pressures placed on these emerging academics. The findings have important implications for university management in respect to the retention and recruitment of quality academics and will facilitate further discussion and debate concerning the issues facing accounting academics and their role in contributing to the profession.

Corporate Governance and Intellectual Capital: Evidence from Public and Private Universities

This study was conducted to examine the perception of academics towards intellectual capital (IC) and governance practice at two Malaysian universities: University A (a Public University) and University B (a Private University). It also examines the factors which contribute to the retention of qualified academics and the relationship between intellectual capital (IC) and corporate governance (CG) in universities. Analysis revealed that while CG was an important factor influencing the attraction and retention of academics and IC, the major factor that attracts academics to join universities was the opportunity provided for academic advancement. While the analysis demonstrated that both universities had implemented good governance processes, there remained weaknesses: University A (public) needed to put more effort into improving the transparency and accuracy of its information system, and in providing opportunities for academics to give feedback and suggestions; University B (private) was perceived to lack appropriate support for career development, and the conduct of academic research. The results suggest a positive relationship between IC and CG so that, the higher the CG the higher the IC retained by the university. This finding is supported by the 71.1 percent of respondents who indicated that they had no serious intention of leaving their current university.