scholarly journals Total rewards and its effects on organisational commitment in higher education institutions

2018 ◽  
Vol 16 ◽  
Author(s):  
Calvin M. Mabaso ◽  
Bongani I. Dlamini
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Organisational Commitment ◽  
Life Balance ◽  
Career Opportunities ◽  
Total Rewards ◽  
Talent Retention ◽  
The Impact

Orientation: Retaining staff with special endeavours within higher education institutions has become a top priority and crucial for any organisational productivity and competiveness. Attracting and retaining talent has remained a critical and complex issue for human capital management in organisations.Research purpose: The purpose of this study was to investigate the impact of total rewards on organisational commitment measured by Total Rewards Scale and Organisational Commitment Questionnaire.Motivation for the study: There is paucity in research on the impact of total rewards on organisational commitment. Commitment of academic staff is significant as higher education institutions are influential in the development of a country.Research design, approach and method: This study employed the quantitative research method using a survey design. A semi-structured questionnaire was used to collect survey data. A sample of 279 academic staff, which was the total population of participants, was selected for this study.Main findings: Results show a positive and significant correlation between elements of total rewards (performance management, 0.387; recognition, 0.335; talent development and career opportunities, 0.328; compensation, 0.231; benefits, 0.213; work–life balance, 0.024) and organisational commitment. A variance of 52.3% of total rewards explained organisational commitment. Performance management, compensation, benefits, recognition, talent development and career opportunities significantly predicted organisational commitment. However, work–life balance indicated a negative effect on organisational commitment.Practical managerial implications: Findings of the study has implications to managers because they have to encourage and promote total rewards in order to enforce talent retention within higher education institutions for the benefit of both institutions and employees.Contribution: The results are important to managers with great interest in talent retention and can be used as guideline to develop rewards strategy.

Total Rewards and Its Influence on Job Satisfaction and Organisational Commitment in Higher Education

2020 ◽  
Vol 43 ◽  
Author(s):  
Calvin Mabaso
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Systematic Sampling ◽  
Organisational Commitment ◽  
Data Set ◽  
Total Rewards ◽  
The Relationship

The shortage of academic staff and the inability of higher education institutions to attract and retain highly qualified talent are critical problems in tertiary education. With the aim of addressing these issues, this article investigates the relationship between total rewards, job satisfaction and organisational commitment in higher education institutions in South Africa. A survey design was used in the study that was conducted. The systematic sampling technique was used to obtain the sample (N = 279) from two universities of technology. The measuring instruments used were the Total Rewards Questionnaire based on the World at Work Total Rewards Model, the Job Satisfaction Survey and the Organisational Commitment Questionnaire. Using the SPSS 24 and AMOS 24 software programs, structural equation modelling (SEM) was performed to analyse the data set. The results revealed that some elements of total rewards had a strong relationship with job satisfaction and organisational commitment among academic staff. The contribution of this study was to enhance the comprehension of existing literature on the relationship between the predictor variables (total rewards elements), job satisfaction and organisational commitment. The findings provided evidence that total rewards played a major role in influencing both job satisfaction and organisational commitment in higher education institutions. Therefore, the rewards specialists in universities of technology could apply a total rewards system to maintain, or even promote, academics’ job satisfaction and organisational commitment.  

scholarly journals The Mediating Role of Knowledge Sharing Attitude among Academic Staff at Higher Education Institutions in the Relationship between Organizational Learning Environment and Teacher Knowledge Sharing Int

2021 ◽  
Vol VI (I) ◽  
pp. 12-25
Author(s):  
Aneela Syed ◽  
Muhammad Danish ◽  
Nagina Gul
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Teaching Staff ◽  
Staff Members ◽  
Knowledge And Attitude ◽  
The Impact

This study aims to explore the attitude of faculty members in the universities towards knowledge sharing (KS). The study also analyzed the impact of the organizational learning environment (OLE) on the knowledge-sharing attitude among the university is teaching staff. An empirical model is developed while an integrated theory of Planned Behavior (PB) to conceptualize the Knowledge Sharing Behavior among the employees of Higher Education Institutions (HEI). Moreover, the study recognizes the levels of Knowledge Sharing between the staff members within the organization. Out of 407 respondents, 300 responses were collected through self-administer a survey. The results provide empirical evidence that OLE and Intention to Sharing knowledge (ISK) are significantly related among academic Staff at HEI. The results of the study may help the institution level of intention in sharing knowledge and attitude toward perceived behavior subjective norms to retain core employees within the organization.

scholarly journals Work-Life Balance and Job Stress Among Female Faculties in India’s Higher Education Institutions

2019 ◽  
Vol 8 (2S11) ◽  
pp. 846-852
Keyword(s):  
Higher Education ◽  
Job Stress ◽  
Higher Education Institutions ◽  
Work Life ◽  
Work Life Balance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Life Balance ◽  
Higher Educational ◽  
The Impact

Job stress is present in all types of organizations, even in higher educational institutions. There are various factors that cause stress in the workplace including unwarranted demands and apparent pressures of the work situation and aptitude of the individuals to balance their professional and personal lives. The aim of this paper is to identify the causes of job stress along with studying the impact of stress in maintaining work life balance among female faculties in India’s higher education institutions. This study selected a sample of 208 women faculty members employed in higher educational institutions in Northern India in order to collect primary quantitative data from them using structured close-ended questionnaires. The collected data was analysed using SPSS Software and it was found that improper pay structure and hectic work schedules were the main causes of stress in workplace. In addition, it was also found that due to these stresses has caused a financial problem as well as a decrease in the productivity of the female faculties affecting their work life. Thus, it was implicated that there is a positive relationship between stress and work life

scholarly journals The choice to disclose (or not) mental health ill-health in UK higher education institutions: a duoethnography by two female academics

2020 ◽  
Vol 9 (3) ◽  
pp. 295-309
Author(s):  
Joanna Fox ◽  
Roz Gasper
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Empirical Work ◽  
Evidence Base ◽  
Health Condition ◽  
Mental Health Condition ◽  
Content Type ◽  
The Impact

PurposeThis study aims to review how the mental ill-health of academic staff is regarded in higher education institutions (HEIs) and explore the decision to disclose (or not) a mental health condition whilst working in this sector.Design/methodology/approachThe choice to disclose is explored by using duoethnography undertaken by two female academics working in this context who both experience mental ill-health. Both authors recorded their experiences, which were then shared with each other and analysed using thematic analysis.FindingsThe themes that emerged from the authors’ reflections comprise: a discussion of the connection between work-life identities and the impact of mental ill-health in the workplace; a consideration of the elements that influence our decision to disclose (or not) mental health diagnoses within HEI; and an examination of the additional burden of identity work for those who experience mental ill-health.Originality/valueThe study contributes to this evidence base by exploring the choice to disclose a mental health diagnosis in HEIs. It investigates this highly personal decision and suggests that this choice depends on the context in which we are located and how we experience our different identities in the workplace. Furthermore, it highlights the importance for HEIs to develop positive employment practices to support academic staff with mental ill-health to disclose a mental health condition and to achieve a good workplace environment whilst emphasising the need for more empirical work to explore the decision to disclose (or not) in this sector.

scholarly journals Transformational leadership and employee organisational commitment in a rural-based higher education institution in South Africa

2018 ◽  
Vol 16 ◽  
Author(s):  
Wiseman Ndlovu ◽  
Hlanganipai Ngirande ◽  
Sam T. Setati ◽  
Simbarashe Zhuwao
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Style ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Institution ◽  
Organisational Commitment ◽  
Staff Members ◽  
Transformational Leadership Style ◽  
South African Higher Education

Orientation: Transformation is a topical issue in South African higher education institutions. The slow and sluggish progress in attempts to transform the sector can be attributed to leadership and commitment of staff in these institutions.Research purpose: The study investigated perceptions of employees and managers on the connection between transformational leadership style and employee organisational commitment in a selected rural-based higher education institution in South Africa.Motivation for the study: This study was conducted to determine whether a perceived lack or the presence of transformational leadership style influences the level of organisational commitment of academic and non-academic staff members of a rural-based university. It is believed that in this way, the study may assist in determining and identifying the strategies to be used to improve the commitment of the staff members to attain the much needed transformation in higher education institutions.Research design, approach and method: A self-administered questionnaire was used to gather data following a quantitative research design. The target population was divided into academic and non-academic strata. Pearson product moment correlation and multiple regression analysis were performed.Main findings: The study found that transformational leadership style has a positive and significant relationship with affective commitment and moderate relationship with continuance commitment. On the contrary, it had no relationship with normative commitment. The study further revealed that perceived transformational leadership style explained the variance on employee organisational commitment. Therefore, the study concludes that effects of perceived transformational leadership style on employee commitment cannot be the same in different institutions and settings.Practical and managerial implications: The study recommends that each institution should diagnose its situation for a better pictorial view of how transformational leadership affects employee organisational commitment in their organisation.Contribution: The results of the study may assist leaders and employees in higher education institutions to enhance commitment for both academic and non-academic staff members through transformative leadership style to attain transformational goals of the South African higher education institutions as projected by the national government. Furthermore, this study will ensure the promotion and creation of transformative leaders who are adaptive and proactive in dealing with challenges of transformation in the former ‘black’ higher education institutions in South Africa and who also have staff members committed to this higher education transformation agenda.

scholarly journals Emotional labor in academe. Challenges faced

2016 ◽  
Vol 14 (3) ◽  
pp. 575-582
Author(s):  
Nelesh Dhanpat
Keyword(s):  
Higher Education ◽  
Emotional Labor ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Meta Analysis ◽  
Education Institution ◽  
Well Being ◽  
University Teaching ◽  
Quality Of Work Life ◽  
The Impact

Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23

scholarly journals Challenges to Academic Freedom: Some Empirical Evidence

2010 ◽  
Vol 18 (S1) ◽  
pp. S71-S88 ◽  
Author(s):  
Michele Rostan
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Academic Profession ◽  
Professional Autonomy ◽  
Academic Community ◽  
Social Progress ◽  
Research Activities ◽  
The Impact

It seems appropriate to distinguish at least two aspects of academic freedom: (a) freedom from external constraints in choosing topics, concepts, methods and sources, which in western democracies generally enjoys a certain level of protection by law; (b) freedom to act in the pursuit of goals and values, with academic staff being in control of the relevant means to do so, which is generally strictly related to the overall organisation of universities and the higher education system at large. Both these aspects have been understood as necessary conditions for producing and disseminating new knowledge, i.e. the two main functions of higher education institutions. It can be added that academic freedom has been considered as one of the elements defining the academic profession, at least after the Second World War. On the one hand, academic freedom is strictly connected with the idea that the pursuit of knowledge for its own sake through research represents the main goal of the academic work. On the other hand, academic freedom and peer review are considered as necessary devices to ensure quality, i.e. quality is ensured by the self-steering capacities of academics or their professional autonomy. In the last few decades, several processes have had an impact on academic freedom: (a) the rise of higher education institutions as more autonomous corporate bodies, which has implied the strengthening of the role of administrative staff at the expense of the academic community, a trend that has been named ‘managerialism’; (b) the drive of governments away from more direct forms of control in favour of a system of distant steering, which has implied stronger accountability of higher education institutions and academics and the use of assessment devices; (c) the increasing demands to and pressures on academics and higher education by both the economy and society to support economic development, innovation, and social progress, a trend to which we refer to as growing expectations of relevance. The impact of the first two processes is quite clear and pertains mostly to relationships within higher education institutions and to the relationship between academics and the state. The impact of the last process is less clear and pertains to the relationships between academics and the external world, mostly the economy, but also society. Building on the results of the Changing Academic Profession survey, this article will address the issue of the growing pressures on academics to be ‘relevant’ to both society and the economy, and of the mechanisms through which the notion of relevance intrudes into the academic profession in selected European countries, especially evaluation, funding, and specific kinds of research activities.

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