Exploring the causal relationship between the antecedents and consequences of talent management for early career academics in South African higher education institutions

Abstract

Orientation: South African public higher education institutions (HEIs) are facing significant challenges to attract and retain quality early career academics. Therefore, the need exists to explore the potential antecedents and consequences of effective talent management practices for early career academics.

Research purpose: The objective of this study was to explore the causal relationship between the antecedents (i.e. talent attraction; management support) and consequences (organisational commitment; intention to quit) for early career academics employed in selected South African public HEIs.

Motivation for the study: Research using a holistic approach for the effective talent management of early career academics is lacking.

Research approach/design and method: Quantitative data were gathered by administering a Talent Attraction Tool, a Talent Development Measure, a Talent Retention Diagnostic Tool and the Organisational Commitment Measure, using a sample of early career academics in public South African HEIs (N = 117).

Main findings: The results showed that management support, talent development, compensation and recognition, and satisfaction with institutional practices significantly enhances the organisational commitment of early career academics and reduces their turnover intentions.

Practical/managerial implications: The results highlight the importance of management support in enhancing the effective application of talent management practices among early career academics. Higher education managers are encouraged to implement talent development opportunities and adequate compensation and recognition practices to retain early career academics.

Contribution/value-add: The research provides useful information on how talent management practices can be effectively applied to enhance the commitment and retention of early career academics.