The issue of academic staff retention has attracted major interest in many countries and Zimbabwe is not an exception. The purpose of this study was to establish the determinants of academic staff retention in Zimbabwean universities with particular reference to two universities in Matabeleland region. Specifically, the objectives of the study were to establish whether demographic factors (age, sex and marital status), remuneration, career advancement opportunities, training and development, educational qualifications and amount of workload have an influence on academic staff retention.
The study was quantitative and it employed the survey design. The total population of the academic staff in the two universities covered by the study was 491. Stratified random sampling was used to select a sample of 119 from the two universities. Data was analysed using Eviews version 10 and SPSS Version 21 software.
The study employed the logit model to estimate the results. The study revealed that marital status, educational level, training and development, workload, remuneration and career advancement opportunities significantly affect academic staff retention in Zimbabwean universities. Age and sex do not have a significant effect on academic staff retention. The study recommended the need for Zimbabwean universities to provide staff exchange programmes so that members of staff can share latest practices with staff members from other universities. It also recommended academic institutions to negotiate with banks to offer housing and vehicle loans to academic staff at reasonable interest rates. Another recommendation was that universities should conduct exit interviews with quitting members of staff so as to identify the major reasons for quitting. In addition, universities should provide continuous professional development programmes to their staff, so that they can obtain relevant training and appropriate skills.
Table of Contents
1. INTRODUCTION
2.1 The Conceptual Framework
3. METHODOLOGY
3.1 Sources of Data
3.2 Sampling Design
3.3 Sample Size
3.4 Data Collection Instruments
3.5 Theoretical Research Model: Binary Logit Model
3.6 The Model
4. DISCUSSION OF RESULTS
4.1 Response Rate
4.2 Descriptive Statistics
4.3 Results of the Final Model Estimated
4.4 Estimated Results of Marginal Effects
4.5 Diagnostic Tests
4.6 Discussion of Results
5. RECOMMENDATIONS
Research Objectives and Topics
This study aims to determine the factors influencing academic staff retention within Zimbabwean universities, specifically analyzing how demographic variables, working conditions, and career prospects impact an employee's decision to stay or leave their institution.
- The influence of demographic factors (age, sex, marital status) on retention.
- The impact of remuneration and career advancement opportunities.
- The role of training, development, and educational qualifications.
- The correlation between workload and staff turnover intentions.
- The efficacy of institutional support and professional development in mitigating staff exodus.
Excerpt from the Book
1. INTRODUCTION
Skilled employees are the major distinguishing factor between successful and unsuccessful business organisations in today’s competitive business environment (Jureshma, 2012). A vital philosophy shared by successful organisations is that most of them value and invest in their staff. In order to gain competitive advantage in the international market, business organisations need to hire and retain proficient employees (Ahmad and Riaz, 2011).
In today’s dynamic business environment, organisations spend considerable amount of resources to train and develop employees, only for them to leave for greener pastures (Jeremy, 2014). Executives are finding it difficult to retain highly experienced employees as they are being attracted by competitors with various types of incentives (Lee, 2009). Unless organisations identify and apply suitable retention strategies, they will continue experiencing frequent turnover of key staff and hence losing their skilled manpower to competitors.
Academic institutions have not been spared the challenge of staff exodus. Academic staff retention has been a pertinent issue in higher education institutions for the past three decades (Ng’ethe, Iravo and Namusonge, 2012). High academic staff turnover has severe repercussions on the quality of academic graduates produced by these institutions. Staff turnover can have negative effects on students who receive poor service when teaching positions are vacated and then filled by inexperienced staff (Masaiti and Naluyeke, 2011).
Chapter Summary
1. INTRODUCTION: Discusses the global and local context of staff retention challenges, highlighting the specific difficulties faced by Zimbabwean universities in maintaining a skilled academic workforce.
3. METHODOLOGY: Details the research design, data sources, stratified random sampling techniques, and the application of a binary logit model for analyzing turnover intentions.
4. DISCUSSION OF RESULTS: Presents the statistical analysis of the gathered data, covering response rates, model estimation, diagnostic tests, and the interpretation of variables like marital status and workload.
5. RECOMMENDATIONS: Proposes actionable strategies for universities, including transparent promotion policies, staff exchange programs, and improved financial incentive structures.
Keywords
Academic Staff Retention, Zimbabwean Universities, Staff Turnover, Logit Model, Remuneration, Career Advancement, Workload, Demographic Factors, Training and Development, Employee Satisfaction, Higher Education, Human Capital, Retention Strategies, Teaching Capacity, Exit Interviews
Frequently Asked Questions
What is the fundamental focus of this study?
The study focuses on identifying the primary determinants of academic staff retention within universities in the Matabeleland region of Zimbabwe.
Which key areas are analyzed regarding retention?
The research examines demographic factors, salary structures, training opportunities, career progression, and workload intensity.
What is the primary research objective?
The objective is to establish how specific variables, such as marital status and educational level, influence the likelihood of academic staff remaining in their current positions.
Which scientific methodology does the author employ?
The study utilizes a quantitative survey design and employs a binary logit model to estimate the impact of various explanatory variables on retention.
What does the main body of the work cover?
It provides an introduction to the problem, explains the conceptual framework, details the research methodology, presents empirical results, and offers recommendations based on the findings.
Which keywords best characterize this research?
Key terms include Academic Staff Retention, Zimbabwean Universities, Staff Turnover, Logit Model, Remuneration, and Career Advancement.
How does marital status affect staff retention according to the results?
The study finds that marital status is a significant factor, with married staff members demonstrating a lower intention to leave their jobs compared to unmarried staff.
What role does workload play in staff departures?
The findings indicate a positive correlation between heavy academic workloads and the intention to leave, suggesting that excessive teaching hours contribute to staff exodus.
How do educational qualifications impact retention rates?
The research suggests that employees with higher educational qualifications tend to have a higher intention to leave their current institutions compared to those with lower qualifications.
What do the diagnostics conclude about the chosen research model?
Diagnostic tests, including the Hosmer-Lemeshow and Andrews tests, confirm that the binary logit model is correctly specified and suitable for the study.
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- Luckmore Chivandire (Autor:in), 2017, Determinants of academic staff retention in Zimbabwean universities, München, GRIN Verlag, https://www.grin.com/document/477491
