Case Study from the year 2017 in the subject Business economics - Business Management, Corporate Governance, grade: 89, , language: English, abstract: 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.

Auteur

Luckmore Chivandire was born on November 16 in the year 1985 in Buhera District, Zimbabwe. He attended Mudanda Primary School in Buhera, Muvhundusi Primary School in Chivi District, Chinembiri Secondary School and Chibi High School (both in Chivi District). Luckmore has won several professional and academic awards. In July 2002, Luckmore won the Chivi District Mathematics Olympiad medal after coming out first out of more than 200 contestants from Chivi district. He went on to represent Chivi District in Masvingo where he again outperformed more than 100 contestants to scoop gold. After finishing his Advanced level education at Chibi High School, Luckmore was enrolled at the University of Zimbabwe. He completed his Bachelor of Science Degree in Economics in 2008 and was awarded a Scholarship to study for a Master of Science Degree in Economics. Luckmore completed his MSC degree in 2010 and joined the Research Department at the National Social Security Authority (NSSA) in 2011. He was elected as one of the trustees of the NSSA staff pension fund, a fund which was then worth more than $US 30 million. In 2012, Luckmore enrolled with the Institute of Chartered Secretaries and Administrators in Zimbabwe (ICSAZ). He won several awards after coming out first in the Institute's examinations. He subsequently won the President's Trophy for being the best graduating student in 2016. Luckmore also enrolled for the Master of Business Administration with the National University of Science and Technology (NUST). He graduated in 2017 with a distinction. He got a Distinction in his final dissertation and he was also awarded the National University of Science and Technology Book Prize for coming out first. Luckmore is proficient in both quantitative and qualitative research. he is well versed with several Statistical Packages such as STATA, Eviews, N-VIVO, LimDep, PcGive and SPSS. He has several certificates in research methods, computer applications and statistical packages.

Texte du rabat

Research Paper (postgraduate) from the year 2017 in the subject Business economics - Business Management, Corporate Governance, grade: 89, , language: English, abstract: 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.