article · SA Journal of Human Resource Management
Intense competition in higher education requires institutions to find effective ways to attract and retain talented faculty members. An investigation into the role of staff training and development surveyed 270 academics at a university of technology using structured questionnaires. Regression analysis showed that training and development programmes have significant, positive predictive relationships with academic staff job satisfaction, organisational loyalty, and staff retention. These results indicate that investment in targeted professional development initiatives helps address the specific aspirations of academic staff, encouraging greater institutional commitment and long-term engagement. Consequently, higher education administrators can use tailored training programmes to foster supportive workplace environments, improve faculty retention rates, and support the broader quality and reputation of higher learning institutions.
Universities face fierce competition to attract and keep qualified faculty members. Demonstrating an empirical link between staff training and higher job satisfaction, loyalty, and retention offers higher education leadership a practical strategy to sustain talent. Investing in academic career growth strengthens workforce stability, directly influencing institutional quality and reputation.
Higher education administrators and human resource managers can apply these findings to design targeted academic training frameworks and staff retention programmes. The research is applied and tested through empirical surveys within a university setting, situating it at the stage of internal organisational policy adoption rather than a commercial technology or market product.
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Orientation: Extreme competition among institutions of higher learning was one of the difficulties that universities of technology (UoTs) had to overcome in order to enter the higher education system. This study examined the influence of training and development on job satisfaction, loyalty and retention among academic staff at a selected university of technology. Research purpose: The study investigated how training and development impact job satisfaction, loyalty and retention among academics. Motivation for the study: The competitive nature of the academic sector inspired universities to strive to attract and retain talented faculty members. Training and development programmes are considered potential tools to enhance job satisfaction, loyalty and retention, but empirical evidence is needed to support this relationship. Research approach/design and method: This study used a quantitative research methodology with a non-probability convenience sample ( n = 270) of academics within the selected university utilising self-administered structured questionnaires to collect data. Main findings: The regression analysis revealed positive significant predictive relationships between training and development programmes and job satisfaction, loyalty and retention among academic staff. Practical/managerial implications: Findings imply that universities should prioritise the development of tailored training initiatives that address the specific needs and aspirations of their academic staff. Training interventions can foster a positive work environment and enhance staff members’ commitment and long-term engagement, ultimately improving the overall quality and reputation of the institution. Contribution/value-add: The study provided evidence-based insights to inform policies related to training and development programmes for both academics and institutions of higher education administrators.
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DOI: 10.4102/sajhrm.v22i0.2420
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