The sociologist, Max Weber (1864-1920), suggested that few could withstand the frustrations of academic life. As the strategic management of human resources begins to differentiate higher education institutions (HEIs) in league tables, the costs of voluntary staff turnover (attrition) become more significant. In this paper, we consider links between induction (orientation) and retention for academic staff. We report on a qualitative study of thirty academic staff in five United Kingdom HEIs who were recruited on the basis of their professional experience. Their practice-based knowledge lends our participants particular insight into their HEI induction experience which, where found wanting, led in several cases to resignation. We analyse the induction experiences of our participants to glean explanations for these perceived shortcomings. Since induction interventions are thought to lead to improved retention, we recommend policy and practice changes to induction which may benefit all academic staff.
Bibliographical noteVirginia King: Centre for Global Learning: Education and Attainment, Coventry University, Coventry, United Kingdom
Jannie Roed: The ExPERT Academy, University of West London, London, United Kingdom
Louise Wilson: Organisation Development and Academic Development, Coventry University, Coventry, United Kingdom
Dr Virginia King, Centre for Global Learning: Education and Attainment, Coventry University, Priory Street, Coventry, CV1 5FB, United Kingdom
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Higher Education Policy and Management, on 23/07/2018, available online: http://www.tandfonline.com/10.1080/1360080X.2018.1496516
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- academic staff
ASJC Scopus subject areas
- Social Sciences(all)
King, V., Roed, J., & Wilson, L. (2018). It's Very Different Here: Practice-Based Academic Staff Induction and Retention. Journal of Higher Education Policy and Management, 40(5), 470-484. https://doi.org/10.1080/1360080X.2018.1496516