Age and work engagement: Psychological contract influence in Zimbabwean tertiary education

Abstract

Orientation: The economic crisis has impacted tertiary education in Zimbabwe. There is a threat to work engagement because of a lack of support for tertiary institutions, which requires prioritising employment relationships and work engagement.
Research purpose: The aim of this study was to examine the influence of age on the relationship between the psychological contract (PC) and work engagement among Zimbabwean tertiary institutions’ employees.
Motivation for the study: Lower levels of work engagement impact tertiary institutions in a dynamic and complex environment.
Research approach/design and method: A cross-sectional quantitative survey was conducted on a census population of permanent and contract, academic and non-academic employees, with a final sample (N = 336) employed in a selected tertiary institution in Zimbabwe. Correlation statistics, specifically tests for bivariate correlations, and inferential statistics, specifically tests for significant mean differences, were performed.
Main findings: Tertiary institutions’ employees from different age groups differ significantly in terms of their PC preferences and their levels of work engagement.
Practical/managerial implications: Interventions for tertiary institutions staff work engagement should consider improving varied employees’ PCs by fostering employee satisfaction with their PC and the fulfilment of promises and commitments in the employment relationship.
Contribution/value-add: This article offers new insights into the PC and work engagement preferences of employees in the Zimbabwean tertiary institutions context.