Retention Strategies of Faculty Members in Higher Education Institutions

Abstract

Retaining the so-called "faculty members" at these "knowledge centers" has become a critical challenge in higher education. This study aims to examine the effect on teacher retention in private higher education institutions of "pay satisfaction" and "opportunities of learning and development" based on prior research. Faculty and administrators alike are not happy with the current state of affairs. In the absence of a transparent framework, stakeholders have plenty of reasons to point fingers at one another. This study offers a transparent point system based on the three most essential categories of teaching (T), research (R), and community service (C) for both faculty and higher education management (S). The proposed transparent point system will provide a way to clear up any misunderstandings among interested parties. How and why were faculty members involved in implementing and evaluating the college's retention efforts? When it comes to retaining and promoting faculty members, what can institutions do to help them? Retention efforts based on three learning community configurations are examined in this paper. Finally, advice for institutions on boosting the participation and commitment of faculty members to retention initiatives is included in these forums.

There were three main categories and 14 subcategories of results. In the category of "retention facilitators," there were four subcategories: facilitation of communication, closeness to prestigious universities, experience acquisition, and support from authorities. There were six subcategories of "retention hazards" in the second category: social infrastructure, individual dimension, occupational dimension, economic dimension, sense of respect, and executive management. Factors affecting faculty members' retention were: effective development programs, promotion opportunities, academic freedom, organizational culture, work climate, flexibility, peer support, financial support for research, physical resources and equipment, geographic location, college reputation, salaries and benefits, facilities, workload, recruitment, appointment, evaluation, and promotion system. Faculty retention policies included monitoring welfare and health, transparency in recruitment, evaluation, promotion, and compensation services, creating an appropriate climate, providing mentoring, recruitment of couples, extending pre-tenure probationary time, reducing workload for parents, leaving for family members' illness, dual-career hiring, control of biases, and salary increases equivalent with present market tendencies To fulfill their responsibilities to the teaching process and society, higher education institutions and students alike may benefit from using the techniques presented in this article as a guide. Some of these strategies may be used at a college or university level, while others are more appropriate for certain nations' education systems.