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Recruiting, Managing and Retaining Academic Talent Survey Results 2013. Executive Summary - 1. This aim of this online survey was to explore the key challenges facing universities across the world in recruiting, managing and retaining academic talent - PowerPoint PPT Presentation
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Recruiting, Managing and Retaining Academic Talent
Survey Results 2013
2
Executive Summary - 1
22/04/2023
• This aim of this online survey was to explore the key challenges facing universities across the world in recruiting, managing and retaining academic talent
• The survey was completed in full by198 respondents representing 160 universities in North America, Europe, Asia, Australia & Oceania, and Africa
– 47% of respondents were HR executives (HR Director or equivalent) and 30% were HR managers
– 53% of the universities represented were very large or large (>12,000 students)
– 16 of the universities represented were in the top 50 of the QS World University Rankings, 23 were in the top 100, and 64 were in the top 500
• The HR challenges that respondents rate as the most significant are:
– Improving performance management (78% consider this one of their top 10 challenges)
– Managing organisational and culture change (72%)
– Strategic workforce planning (71%)
• There were some notable patterns of consistency and variation across regions, university ranking and university size, for example:
– Improving performance management is viewed as a key challenge across all regions, all university rankings and all university sizes
– Managing organisational and cultural change is viewed as a significant challenge in all regions except Asia, where only 17% of respondents rate it as a top 10 challenge
– Strategic workforce planning, employee engagement and managing talent are seen as more challenging issues in Asia than in other regions, retaining quality staff is a key challenge in Australia, managing diversity and inclusion is a key challenge in Africa and leadership development is a key challenge in Europe
– Higher ranked and larger universities view retaining quality staff and competition for talent as more significant challenges than do lower ranked and smaller universities, while reverse is true of improving HR processes
3
Executive Summary - 2
22/04/2023
• The most significant recruiting and retention risks were identified as:
– Lower incomes and higher workloads compared to professions
– Diminishing attractiveness of academia as a career
– Lack of articulated pathways between professional practice and academia
• Notable variations in perception of risk factors by region and by university ranking include:
– Asia: low income & high workloads; income loss while pursuing higher degrees; perceived requirements for all academics to conduct research; and barriers to migrants finding professional employment were seen as more significant risks than in other regions
– Australia & Oceania and Europe: short term nature of research grants and security of tenure during early research were seen as more significant risks than elsewhere
– North America: engagement of key stakeholders in managing supply of talent seen as a key risk
– Africa: diminishing attractiveness of academia as a career seen as particularly significant risk
– Higher ranked universities view research-related issues (short term grants, tenure, etc) as more significant risks than lower ranked universities, which tend to be more concerned about income related factors and ill –defined career pathways between professions and academia
• The disciplines of most concern in relation to future supply of academic talent are engineering, medicine, health sciences, natural & physical sciences, pharmacy and IT. Notable regional and ranking variations include:
– Africa: higher level of concern than other regions for most disciplines, including areas like veterinary medicine, dentistry, architecture and economics that are of low concern elsewhere
– Europe: lower level of concern than other regions across almost all disciplines
– Asia: very high level of concern about law (4.8 out of 5) compared to other regions (all 3.0 or less)
– Higher levels of concern across all discipline in among ranked universities outside the top 100
4
Executive Summary - 3
22/04/2023
• Research climate; university culture and values; and reputation are seen as the key drivers of success in recruiting and retaining academic talent, while work environment; personal and professional development; and conditions of employment were are as less crucial (albeit still quite important)
• The most important specific recruitment and retention factors were rated as:
– Strong leadership with clear institutional direction
– Reputation of the university in the academic community
– Prestige / reputation of the relevant department or discipline
– Financial resources for research
• Universities with high levels of success in recruiting rate factors relating to research climate and university reputation as much more important than do those with lower levels of recruiting success. The largest rating gaps are in research time, research climate, recognition of research achievements and reputation in the business community.
• Universities with high levels of success in retention rate factors relating to culture, values and conditions of employment as more important than do those with less retention success. The largest rating gaps are in job security, remuneration and strong leadership.
• Respondents generally view their university executive as highly supportive of HR, but feel that the HR department has only moderate levels of autonomy and collaboration with academic faculties
– Universities in Asia and Europe, and those ranked in the top 100, rated the level of HR autonomy higher than other universities
– HR departments in European universities have higher levels of collaboration and enjoy particularly high levels of support from the university executive
• University websites, word of mouth and university intranets are the most important general recruiting channels. However, university websites and specialist academic recruitment websites are the primary source of international candidates.
5
Survey Objectives
22/04/2023
The aim of the this survey is to capture and analyse the opinions of senior human resource professionals working in higher education institutions in relation to:
– their key HR management challenges– the importance of a range of factors in successfully recruiting and
retaining academic staff– their organisations’ level of success in recruiting and retaining academic
staff
The survey is exploratory in nature, with intention to provide a starting point for discussion and to identify issues that might warrant further investigation.
6
Survey Focus and Design
22/04/2023
• Verhaegen (2005) conducted a double survey in 2003 and 2004 among the deans/directors of 69 European business schools and 350 faculty members in 12 countries completed the survey on the topic of faculty recruitment and retention.
• Verhaegen identified 42 faculty recruitment and retention factors clustered in seven categories or domains. These factors and domains were re-examined in this study.
• Key conclusions from the Verhaegen study include:
– Deans and faculty members are broadly aligned on what they consider to be important factors determining success in recruitment and retention
– However, there are significant gaps between deans’ and faculty members’ perceptions in a few areas. For example, deans rate research factors as less important and institutional factors as more important that faculty members do
– Remuneration is considered to be less important than academic freedom, research opportunities, professional & personal development, and stimulating peer community
• This survey draws the Verhaegen study, but expands the scope to cover all faculties and all regions. It also looks at some issues highlighted in a Boston Consulting Group study titled “Creating People Advantage 2012 – Mastering HR Challenges in a Two-Speed World”
1. Paul Verhaegen, (2005) "Academic talent: Quo vadis?", Journal of Management Development, Vol. 24 Iss: 9, pp.807 - 818
7
Survey Responses
22/04/2023
• An invitation to complete the online survey was sent via email to 7317 HR contacts at 2476 organisations in 41 countries
• 2195 respondents representing 727 organisations bounced back or opted out• 241 responses were received, of which 43 were incomplete• 198 responses, representing 160 universities, were used as the sample
Region
Number of universities / organisations approached
(after bounce back)
Number of universities represented
in sample(N = 160)
University Response
Rate
Number of respondents approached
(after bounce back)
Number of Respondents
Respondent Response
Rate
North America 1301 95 7% 3508 101 3%
Australia and Oceania 47 32 68% 571 50 9%
Europe 350 25 7% 877 29 3%
Africa 7 5 71% 80 12 15%
Asia 45 7 16% 85 6 7%
Grand Total 1749 160 9% 5122 198 4%
22/04/2023 8
Sample Demographics
United States
Australia
United Kingdom
Canada
South Africa
Ireland
Malaysia
New Zealand
Fiji
Finland
Sweden
Spain
Denmark
Singapore
87
44
17
14
12
7
5
3
3
2
1
1
1
1
Which country is your university/higher education institu-tion?
Number of respondents per country
22/04/2023 9
Sample Demographics
Less than one year
1 to 5 years
6 to 10 years
11 to 15 years
16 or more years
9%
38%
28%
11%
15%
How long have you worked at this uni-versity?
62%
31%
8%
Gender of respondents (N = 198)
Female
Male
N/A
22/04/2023 10
Sample Demographics
Human Resources (HR) Director
Vice President (VP) HR
Acting/Assistant HR Director
Associate HR Director
Deputy Director, HR
Director of Employee Relations
Assistant VP
Associate VP, HR
Head of HR
HR Manager
Recruitment Manager
Assistant HR Manager
Recruitment Administrator/Specialist
E-Recruitment Specialist
Academic Faculty (involved in academic recruitment or retention)
HR Specialist/Advisor/Consultant
HR Administrator
HR Officer
HR Assistant
Other
27%
5%
3%
1%
6%
1%
1%
4%
2%
18%
11%
2%
2%
1%
4%
9%
6%
1%
1%
1%
What is your job category within the university / higher education insti-tution?
47%
30%
23%
22/04/2023 11
Sample Demographics
Very Large >= 30,000
Large >= 12,000
Medium >= 5,000
Small < 5,000
Not provided
21%
32%
21%
18%
5%
Sizes of the Universities in Sample (Number of Students)
% universities
22/04/2023 12
Sample Demographics
Australia and Oceania Europe North America Africa0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Number of respondents by region and university size
XL
L
M
S
% o
f re
sp
on
de
nts
pe
r u
niv
ers
ity
siz
e
22/04/2023 13
Sample Demographics
QS Ranking
Number of QS Ranked Universities
Number of Universities in Sample
% in Sample
Top 50 50 16 32%
51 - 100 50 9 18%
101 - 200 100 13 13%
201 - 300 100 11 11%
301 - 400 100 10 10%
401 - 500 101 5 5%
501 - 600 100 5 5%
“601 plus” 128 2 2%
Total 729 71 10%
22/04/2023 14
HR Challenges for Universities (BCG)
Providing shared services and outsourcing HR
Managing candidates' changing expectations
Work health and safety and health-care
Improving university/institution branding
Enabling work-life balance
Managing an ageing workforce
Managing diversity and inclusion
Managing talent
Improving HR processes
Leadership development programs
Transforming HR into a strategic partner
Managing organisational and cultural change
4.5%
14.1%
16.2%
18.7%
20.7%
25.8%
29.8%
32.8%
34.8%
35.4%
35.9%
36.9%
43.9%
45.5%
47.0%
48.0%
55.1%
56.1%
58.1%
59.1%
61.1%
71.2%
71.7%
77.8%
What do you think are the most significant challenges in human resources and people management for universities in today's environment? (N = 198)
Calculated as a percentage of respondents that chose each item
22/04/2023 15
HR Challenges for Universities by Region
Top Three HR Challenges per RegionAustralia
and Oceania (N = 50)
Europe (N = 29)
North America (N = 101)
Africa (N = 12)
Asia (N = 6)
Total (N = 198)
Improving performance management 72% 90% 75% 92% 83% 78%
Managing organisational and cultural change 76% 76% 71% 75% 17% 72%
Strategic workforce planning 82% 72% 65% 58% 100% 71%
Transforming HR into a strategic partner 54% 62% 61% 83% 67% 61%
Retaining quality staff 72% 55% 52% 67% 67% 59%
Leadership development programs 40% 76% 64% 50% 33% 58%
Improving employee engagement 44% 69% 56% 50% 100% 56%
Improving HR processes 52% 41% 61% 42% 67% 55%
Effective recruiting 60% 52% 43% 25% 67% 48%
Managing talent 50% 48% 44% 42% 83% 47%
Highly competitive market for quality talent/tightening demographics
62% 45% 35% 58% 67% 45%
Managing diversity and inclusion 28% 28% 53% 83% 17% 44%
22/04/2023 16
HR Challenges for Universities by QS Ranking
Top Five HR Challenges by University Ranking Top 100 (N = 42)
100 plus ranking (N = 63)
No ranking (N = 93)
Improving performance management 71.4% 85.7% 75.3%
Managing organisational and cultural change 73.8% 74.6% 68.8%
Strategic workforce planning 71.4% 71.4% 71.0%
Transforming HR into a strategic partner 54.8% 61.9% 63.4%
Retaining quality staff 64.3% 60.3% 55.9%
Highly competitive market for quality talent/tightening demographics 61.9% 46.0% 37.6%
Leadership development programs 59.5% 54.0% 60.2%
Improving employee engagement 57.1% 50.8% 59.1%
Managing talent 52.4% 47.6% 44.1%
Improving HR processes 47.6% 50.8% 61.3%
22/04/2023 17
HR Challenges for Universities by University Size
Top Five HR Challenges by University SizeSmall < 5,000
Medium >= 5,000
Large >=
12,000
Very Large
>= 30,000
(N = 31) (N = 36) (N = 69) (N = 55)
Improving performance management 77% 89% 80% 69%
Managing organisational and cultural change 71% 69% 75% 73%
Strategic workforce planning 65% 81% 75% 64%
Transforming HR into a strategic partner 48% 56% 71% 58%
Leadership development programs 68% 72% 55% 49%
Improving employee engagement 74% 53% 62% 44%
Retaining quality staff 48% 53% 58% 73%
Highly competitive market for quality talent/tightening demographics 35% 25% 48% 62%
Improving HR processes 61% 56% 58% 45%
Managing diversity and inclusion 48% 42% 49% 35%
Effective recruiting 45% 53% 51% 44%
Managing workforce flexibility and labour costs 45% 31% 30% 42%
Enabling work-life balance 45% 33% 35% 29%
Managing talent 35% 53% 45% 56%
22/04/2023 18
HR Challenges for Universities by Gender
Improving performance management
Managing organisational and cultural change
Strategic workforce planning
Transforming HR into a strategic partner
Retaining quality staff
Leadership development programs
Improving employee engagement
Improving HR processes
Effective recruiting
Managing talent
78%
70%
70%
66%
57%
56%
54%
55%
50%
40%
77%
70%
77%
49%
70%
57%
61%
52%
46%
59%
Ten most significant challenges in human resources for universities in today's en-vironment by gender (N = 183)
Male (N = 61)
Female (N = 122)
Calculated as a percentage of re-spondents that chose each item
22/04/2023 19
Recruitment and Retention Issues
Lower comparative incomes and high workload compared with professions
Diminishing attractiveness of academia as a career
Lack of articulated career pathways between professional practice and academia
Disincentives in moving from professional practice into academia because of the loss of income while gaining a higher degree
Engagement/coordination of key stakeholders (the professions, universities, employers and public service) in resourcing and coordinating the management of the supply of professional expertise
Employment contract restrictions due to short-term nature of research grants
Security of tenure during early research
Difficulties in establishing a research track record to obtain research grants or academic promotion if transitioning from professional practice
Casualization of the academic teaching workforce and impact on teaching standards
Limited availability of professional work experience and supervision, whether within the tertiary training program or after graduation
Interpretation of Research Teaching nexus if that only means all academics must actively conduct research
Migrants not employed in professions for which they received training for non-accreditation issues (e.g. English fluency)
62.6%
57.6%
56.6%
53.0%
46.5%
37.9%
36.9%
33.3%
31.8%
29.8%
25.3%
8.6%
Which of the following issues do you feel pose the most risk to recruiting and re-taining quality academic talent? (N = 198)
Calculated as a per-centage of respondents that chose each item
22/04/2023 20
Recruitment and Retention Issues by Region
Top Three Recruitment Issues per Region
Australia and
Oceania (N = 50)
Europe (N = 29)
North America (N = 101)
Africa (N = 12)
Asia (N = 6)
Total (N = 198)
Lower comparative incomes and high workload compared with professions
60% 45% 69% 75% 33% 63%
Diminishing attractiveness of academia as a career 68% 41% 53% 83% 67% 58%Lack of articulated career pathways between professional practice and academia
52% 55% 58% 75% 33% 57%
Disincentives in moving from professional practice into academia because of the loss of income while gaining a higher degree
50% 34% 56% 67% 83% 53%
Engagement/coordination of key stakeholders (the professions, universities, employers and public service) in resourcing and coordinating the management of the supply of professional expertise
28% 48% 57% 42% 17% 46%
Employment contract restrictions due to short-term nature of research grants
56% 59% 23% 42% 33% 38%
Security of tenure during early research 50% 55% 28% 17% 33% 37%Difficulties in establishing a research track record to obtain research grants or academic promotion if transitioning from professional practice
40% 45% 29% 25% 17% 33%
Casualization of the academic teaching workforce and impact on teaching standards
30% 7% 38% 50% 33% 32%
Limited availability of professional work experience and supervision, whether within the tertiary training program or after graduation
14% 24% 41% 17% 33% 30%
Interpretation of Research Teaching nexus if that only means all academics must actively conduct research
40% 24% 20% 0% 50% 25%
Migrants not employed in professions for which they received training for non-accreditation issues (e.g. English fluency)
4% 10% 8% 8% 50% 9%
22/04/2023 21
Recruitment and Retention Issues by QS Ranking
Top Three Recruitment and Retention Issues by University Ranking
Top 100 (N = 42)
100 plus ranking (N = 63)
No ranking (N = 93)
Employment contract restrictions due to short-term nature of research grants
64% 35% 28%
Diminishing attractiveness of academia as a career 57% 70% 49% Security of tenure during early research 57% 38% 27%
Lower comparative incomes and high workload compared with professions 45% 63% 70%
Lack of articulated career pathways between professional practice and academia
36% 65% 60%
Disincentives in moving from professional practice into academia because of the loss of income while gaining a higher degree
40% 46% 63%
Engagement/coordination of key stakeholders (the professions, universities, employers and public service) in resourcing and coordinating the management of the supply of professional expertise
52% 29% 56%
Casualization of the academic teaching workforce and impact on teaching standards
38% 27% 32%
22/04/2023 22
Recruitment and Retention Issues by University Size
Top Three Recruitment and Retention IssuesSmall < 5,000
Medium >= 5,000
Large >=
12,000
Very Large
>= 30,000
(N = 31) (N = 36) (N = 69) (N = 55)
Lower comparative incomes and high workload compared with professions 74% 58% 65% 56% Lack of articulated career pathways between professional practice and academia
65% 67% 46% 55%
Disincentives in moving from professional practice into academia because of the loss of income while gaining a higher degree
61% 61% 55% 38%
Engagement/coordination of key stakeholders (the professions, universities, employers and public service) in resourcing and coordinating the management of the supply of professional expertise
61% 53% 45% 36%
Diminishing attractiveness of academia as a career 55% 42% 64% 62% Difficulties in establishing a research track record to obtain research grants or academic promotion if transitioning from professional practice
48% 22% 33% 36%
Casualization of the academic teaching workforce and impact on teaching standards
35% 28% 22% 47%
Employment contract restrictions due to short-term nature of research grants
26% 28% 46% 38%
Security of tenure during early research 26% 28% 39% 42% Interpretation of Research Teaching nexus if that only means all academics must actively conduct research
26% 17% 23% 36%
Limited availability of professional work experience and supervision, whether within the tertiary training program or after graduation
19% 58% 25% 25%
Migrants not employed in professions for which they received training for non-accreditation issues (e.g. English fluency)
3% 8% 14% 2%
22/04/2023 23
Future Shortages in Academic Disciplines
Engineering and Related Technologies
Medicine
Health Sciences
Natural and Physical Sciences
Pharmacy
Information Technology
Curriculum and Education
Economics
Business / Management / Commerce
Veterinary Medicine
Law
Humanities
Arts and Social Sciences / Society and Culture
Fine Arts / Creative Arts
Agriculture
Dentistry
Architecture / Building
Food / Hospitality / Personal Services
3.61
3.42
3.37
3.28
3.21
3.21
2.86
2.83
2.79
2.76
2.65
2.58
2.58
2.56
2.56
2.56
2.55
2.23
How concerned are you about there being academic shortages in the next five years in the following academic disciplines?
Scale:1 – Not concerned2 – A little concerned3 – Moderately concerned4 - Concerned5 – Very concernedDon't know or Not applicable
22/04/2023 24
Future Shortages in Academic Disciplines by Region
How concerned are you about there being academic shortages in the next five years in the following
academic disciplines? (Ratings over 3.5)
Australia and
OceaniaEurope
North America
Africa Asia
Engineering and Related Technologies 3.82 3.50 3.42 4.18 4.00
Medicine 3.51 2.72 3.46 4.00 3.60
Health Sciences 3.33 2.43 3.58 3.91 3.50
Natural and Physical Sciences 3.18 2.91 3.31 4.09 3.40
Pharmacy 3.03 2.29 3.36 4.00 3.60
Information Technology 3.00 2.48 3.40 3.64 3.80
Curriculum and Education 3.00 2.06 2.85 3.73 3.00
Economics 2.72 2.55 2.81 3.73 3.20
Business / Management / Commerce 2.95 2.57 2.69 3.36 2.80
Veterinary Medicine 2.87 2.09 2.73 4.14 1.75
Law 2.93 2.05 2.40 3.00 4.80
Humanities 2.64 1.89 2.58 3.18 3.40
Arts and Social Sciences / Society and Culture 2.48 2.06 2.65 3.18 3.00
Fine Arts / Creative Arts 2.46 2.06 2.60 3.18 3.25
Agriculture 3.03 1.55 2.47 3.40 2.00
Dentistry 2.46 2.15 2.47 3.86 3.20
Architecture / Building 2.63 2.06 2.42 3.78 3.00
Food / Hospitality / Personal Services 2.10 1.77 2.29 2.88 2.67
22/04/2023 25
Future Shortages in Academic Disciplines by Ranking (Rating over 3)
How concerned are you about there being academic shortages in the next five years in the following academic disciplines? (Ratings over 3.0)
Top 100 100 plus ranking
No ranking
Engineering and Related Technologies 3.44 3.90 3.48
Medicine 3.24 3.53 3.45
Health Sciences 2.97 3.53 3.44
Natural and Physical Sciences 2.97 3.56 3.24
Pharmacy 2.93 3.42 3.20
Information Technology 2.76 3.50 3.20
Curriculum and Education 2.45 3.16 2.84
Economics 2.53 3.23 2.70
Business / Management / Commerce 2.61 3.10 2.66
22/04/2023 26
Future Shortages in Academic Disciplines by Ranking Are there any other areas in particular (not mentioned previously) where you feel there may be significant academic shortages in the next five years?
• Academic Leadership roles• Accounting• Adjunct faculty in all categories. These individuals bring in
real life business work experiences that full time faculty cannot match and the pay and benefits for adjuncts has not kept up with the expectations of these business professionals which has created a lack of interested applicants
• All the life sciences other than health, vet and pharmacy!!• Artisans (e.g. electricians, plumbers, carpenters etc)• Arts• Bio-engineering• Chartered Accountants• Chemistry• Construction trades (instructors with degrees)• Education in particular• Emergency Management Specialists• Emerging Allied Health Professions• Engineering• Environmental Health (human & natural)• ESL Instructors• Finance• Forensic investigation field across disciplines• Healthcare business areas• History• Human Resources
• Indigenous studies• Law Enforcement & Fire Studies• Maritime• Mathematics - very concerned about low pools of qualified
math teachers...• Mechanical Engineering• Mining and resources related professions• Natural health (health sciences)• Nursing• Occupational Therapy• Physical and occupational therapy• Physical Therapy• Physics• Professional schools• Provost• Psychologists• Sciences• Statistics• Teachers• The focus now is on technology--every school wants to be
Stanford and gather lots of patents and make oodles of money.
• The multidisciplinary scientist• The shortage is for qualified African academics• Those who either don’t fit in the current silos or don't even
recognize the current silos... scientists without boundaries as it were.
22/04/2023 27
Recruiting and Retention Domains (Verhaegen)
Research Climate
University’s Culture and Values
University’s Reputation and Position
Teaching Climate
Conditions of Employment
Personal and Professional Development
Work Environment
7.95
7.64
7.58
7.42
7.21
7.06
6.98
6.82
7.18
7.19
6.91
6.69
6.55
7.15
Respondents' Overall Importance and University Performance Ratings of per Domain
University per-formance
Importance
22/04/2023 28
Most Important Recruitment and Retention Factors (Top Ten)
Strong leadership with clear institutional direction
Reputation of the university in the academic community
Prestige/reputation of the department/discipline
Financial resources for research
Availability of ongoing/tenured positions
Availability of research support and facilities
Research climate within the university
Opportunities for personal and professional development
Innovativeness and progressiveness of the university
Recognition of research achievements
8.41
8.31
8.17
8.14
7.99
7.99
7.97
7.89
7.87
7.86
How important are the following factors in recruiting and retaining quality academic talent for your university/ school/ higher education institution? (Top 10)
(Scale 0 = Of no importance, 10 = Of the utmost importance)
22/04/2023 29
Most Important Recruitment and Retention Factors (Bottom Ten)
Capability of administrative staff and support services
International orientation of the university
Campus and office quality
Opportunities to pursue cross-disciplinary scholarship
Partners in the university's network
Opportunities to work with people outside the university
Non-financial reward systems
Opportunities and facilities for family
Necessity to speak local language
Opportunities for sideline activities or additional jobs
7.12
7.10
7.03
6.94
6.77
6.76
6.76
6.55
6.55
5.64
How important are the following factors in recruiting and retaining quality academic talent for your university/ school/ higher education institution? (Bottom 10)
(Scale 0 = Of no importance, 10 = Of the utmost importance)
22/04/2023 30
Recruitment and Retention Success
Attracting quality academic staff
Recruiting quality academic staff
Retaining (sustaining) academic staff
Inducting academic staff
3.83
3.75
3.71
3.45
With respect to quality acaemic staff, how successful is your university at…..
22/04/2023 31
Recruitment/Retention Success by Region
Africa N = 12 Asia N = 6 Australia and Oceania N = 50
Europe N = 29 North America N = 101
0
1
2
3
4
5
3.94.0
3.7
4.03.8
3.0
3.3
3.7
4.03.8
Success in recruiting and retaining quality academic staff by regionRecruiting Retaining
Av
era
ge
ra
tin
g (
0 =
un
su
cc
es
sfu
l, 5
= V
ery
su
cc
es
sfu
l)
22/04/2023 32
Gap between High and Low Recruitment Success per Factor
Recruitment Domains and Related FactorsUniversities with
successful recruiting
Universities with moderate to low
recruiting success
Recruiting Success Gap
University’s Culture and Values Domain (Overall) 7.42 6.38 1.04
Stimulating peer community 8.00 6.46 1.54
Academic freedom 8.10 6.83 1.27
Innovativeness and progressiveness of the university 7.40 6.25 1.15
Identification with university’s mission and strategy 7.52 6.42 1.11
Strong leadership with clear institutional direction 7.67 6.82 0.85
Participation in decision-making process 7.17 6.46 0.71
Availability of resources for new initiatives 6.10 5.46 0.64
University’s Reputation and Position Domain (Overall) 7.54 6.09 1.45
Reputation of the university in the business community 7.85 5.96 1.90
Reputation of the university in the academic community 7.86 6.30 1.55
International orientation of the university 7.20 5.77 1.43
Partners in the university’s network 7.40 6.00 1.40
Prestige/reputation of the department/discipline 7.48 6.17 1.30
Composition of the program portfolio 7.46 6.32 1.15
Conditions of Employment Domain (Overall) 6.81 5.71 1.10
Career opportunities 7.07 5.50 1.57
Opportunities for sideline activities or additional jobs 7.03 5.71 1.32
Remuneration 6.85 5.68 1.16
Job security 7.21 6.21 1.01
Availability of ongoing/tenured positions 6.92 6.05 0.88
Non-financial reward systems 5.78 5.09 0.69
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Recruitment Domains and Related FactorsUniversities with
successful recruiting
Universities with moderate to low
recruiting success
Recruiting Success Gap
Personal and Professional Development Domain (Overall) 6.69 5.31 1.38
Opportunities to pursue cross-disciplinary scholarship 6.57 4.89 1.68
Opportunities to work with people outside the university 7.17 5.54 1.63
Opportunities and facilities for family 6.34 4.88 1.47
Opportunities for personal and professional development 6.79 5.45 1.33
Balance between work and life 6.60 5.79 0.80
Teaching Climate Domain (Overall) 6.90 6.09 0.81
Quality of students 7.64 5.82 1.82
Teaching time 6.84 6.05 0.79
Availability of teaching facilities 7.03 6.32 0.71
Availability of teaching support 6.50 6.10 0.40
Recognition of teaching achievements 6.50 6.19 0.31
Research Climate Domain (Overall) 7.26 5.41 1.85
Research time 7.41 5.05 2.36
Research climate within the university 7.76 5.70 2.06
Recognition of research achievements 7.68 5.63 2.04
Availability of research support and facilities 6.87 5.35 1.52
Financial resources for research 6.56 5.30 1.26
Work Environment Domain (Overall) 7.38 6.93 0.45
Campus quality 7.21 6.64 0.57
Necessity to speak local language 7.51 7.06 0.46
Capability of administrative staff and support services 7.41 7.09 0.32
Gap between High and Low Recruitment Success per Factor
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Gap between High and Low Retention Success per Factor
Retention Domains and Related FactorsUniversities with
successful academic retention
Universities with moderate to low
retention success
Retaining Success Gap
University’s Culture and Values Domain (Overall) 7.31 6.73 0.58
Strong leadership with clear institutional direction 7.78 6.90 0.88
Innovativeness and progressiveness of the university 7.33 6.57 0.77
Availability of resources for new initiatives 6.17 5.50 0.67
Stimulating peer community 7.72 7.10 0.62
Participation in decision-making process 7.14 6.63 0.51
Academic freedom 7.81 7.45 0.36
Identification with university’s mission and strategy 7.25 6.97 0.28
University’s Reputation and Position Domain (Overall) 7.10 6.93 0.17
Reputation of the university in the business community 7.40 6.90 0.50
Reputation of the university in the academic community 7.44 7.14 0.31
Composition of the program portfolio 7.17 6.93 0.24
Prestige/reputation of the department/discipline 7.03 7.00 0.03
Partners in the university’s network 6.88 6.87 0.02
International orientation of the university 6.65 6.75 -0.10
Conditions of Employment Domain (Overall) 6.77 5.98 0.78
Job security 7.47 6.10 1.37
Remuneration 6.91 5.86 1.05
Career opportunities 6.83 6.10 0.73
Non-financial reward systems 5.79 5.23 0.56
Availability of ongoing/tenured positions 6.87 6.31 0.56
Opportunities for sideline activities or additional jobs 6.72 6.30 0.42
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Retention Domains and Related FactorsUniversities with
successful academic retention
Universities with moderate to low
retention success
Retaining Success Gap
Personal and Professional Development Domain (Overall) 6.30 6.07 0.23
Opportunities to work with people outside the university 6.77 6.33 0.44
Opportunities for personal and professional development 6.44 6.16 0.28
Opportunities and facilities for family 5.91 5.67 0.25
Balance between work and life 6.36 6.23 0.13
Opportunities to pursue cross-disciplinary scholarship 6.00 5.96 0.04
Teaching Climate Domain (Overall) 6.68 6.54 0.13
Availability of teaching facilities 6.97 6.55 0.42
Availability of teaching support 6.45 6.25 0.20
Teaching time 6.65 6.48 0.16
Quality of students 7.03 6.93 0.10
Recognition of teaching achievements 6.29 6.50 -0.21
Research Climate Domain (Overall) 6.47 6.69 -0.22
Research time 6.56 6.58 -0.02
Research climate within the university 6.96 7.04 -0.07
Availability of research support and facilities 6.18 6.44 -0.27
Recognition of research achievements 6.78 7.12 -0.34
Financial resources for research 5.89 6.30 -0.41
Work Environment Domain (Overall) 7.09 7.36 -0.27
Campus quality 7.00 7.00 0.00
Necessity to speak local language 7.24 7.50 -0.26
Capability of administrative staff and support services 7.03 7.59 -0.55
Gap between High and Low Retention Success per Factor
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HR Department
How do you rate the Human Resource Department's autonomy (ability to make its own decisions) at your university / higher education institution?
How much collaboration is there between the academic faculties and the human resources department to recruit quality academic staff?
How supportive is the university's Executive of the Human Resources department?
3.21
3.28
4.05
Ratings of the Human Resources Department Autonomy, Collaboration and Support
(Scale: 0 = None, 5 = Very High)
22/04/2023 37
HR Department by QS Ranking
How do you rate the Human Resource De-partment's autonomy (ability to make its own
decisions) at your university / higher education institution?
How much collaboration is there between the academic faculties and the human resources department to recruit quality academic staff?
How supportive is the university's Executive of the Human Resources department?
3.42
3.37
4.23
3.14
3.43
4.00
3.17
3.13
4.08
Ratings of the Human Resources Department Autonomy, Collaboration and Support by QS ranking
(Scale: 0 = None, 5 = Very High)
No ranking (N = 93)
100 plus ranking (N = 63)
Top 100 (N = 42)
22/04/2023 38
HR Department by Region
How do you rate the Human Resource Depart-ment's autonomy (ability to make its own deci-
sions) at your university / higher education institu-tion?
How much collaboration is there between the academic faculties and the human resources department to recruit quality academic staff?
How supportive is the university's Executive of the Human Resources department?
3.26
3.34
4.15
3.47
4.06
4.33
3.11
2.95
4.05
3.13
3.75
3.50
3.67
4.00
4.33
Ratings of the Human Resources Department Autonomy, Collaboration and Support by Region
(Scale: 0 = None, 5 = Very High)
Asia (N = 6)
Africa (N = 12)
North America (N = 101)
Europe (N = 29)
Australia and Oceania (N = 50)
22/04/2023 39
HR Department by University Size
How do you rate the Human Resource Department's autonomy (ability to make its own decisions) at your university / higher education institution?
How much collaboration is there between the academic faculties and the human resources department to recruit quality academic staff?
How supportive is the university's Executive of the Human Resources department?
3.24
3.37
3.98
3.30
3.36
4.05
3.09
3.14
4.36
3.33
3.17
4.17
Ratings of the Human Resources Department Autonomy, Collaboration and Support by University Size
(Scale: 0 = None, 5 = Very High)
S (N = 31)
M (N = 36)
L (N = 69)
XL (N = 55)
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Recruitment Media
University website
Word of mouth, colleague referrals
University intranet (internal advertising)
Specialist academic websites such as Unijobs, Academic Keys
Local staff personal networking via emails or personal websites
Specialist academic printed media
Printed media - eg newspapers, magazines
Head-hunters /Executive Search organisations
Specialist academic social networking media such as Global Academic Talent
General job seeking websites such as Seek, Monster
General social networking media - such as Facebook, LinkedIn
Specialist research social networking media such as Research Gate
Radio
Television
8.47
7.79
7.50
7.03
6.40
6.38
5.72
5.58
5.08
5.04
4.93
4.69
2.10
2.07
How important are the following media to recruit academic staff for your university / higher education institution?
22/04/2023 41
University website
Specialist academic websites such as Unijobs, Academic Keys
Word of mouth, colleague referrals
Specialist academic printed media
Head-hunters /Executive Search organisations
Printed media - eg newspapers
General job seeking websites such as Seek, Monster
Specialist academic social networking media such as Global Academic Talent
General social networking media - such as Facebook, LinkedIn
Other
Specialist research social networking media such as Research Gate
University intranet (internal advertising)
Radio
Television
22%
17%
13%
10%
10%
8%
6%
4%
3%
3%
2%
2%
0%
0%
Where do you source international candidates?
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e-Recruitment
Yes No In the process of implementing one
Don't know
47%
27%
18%
8%
Does your university have an e-recruitment* system in place?
22/04/2023 43
e-Recruitment
Applicant and job tracking/workflow management
Reducing 'cost per hire' and time per hire'
Reducing labour and money spent on physical recruitment
Efficient and effective communications, particularly candidate management
Enhancing overall process quality and standards
On-line application, screening, referencing and assessment tools
Enhancing hiring outcomes
Strong branding/marketing tool for your university to attract quality candidates
Intuitive functionality to enable 'novice' recruiters, line management and candidates to easily navigate and perform requisite tasks
Providing useful information to candidates about your university, its services and location
Data warehousing including job and person specifications, candidate profiles/resumes with an efficient job matching, skills search and screening
capabilityManagement reporting
Seamless interfacing with recruiting media (e.g. on-line recruitment websites, print media, advertising agents, external vendors)
Offer/contract creation
Interface with induction, talent management/succession processes
Creating useful networking opportunities for candidates
3.89
3.67
3.63
3.56
3.52
3.48
3.41
3.41
3.33
3.22
3.15
3.15
3.07
2.93
2.68
2.68
How would you rate your e-recruitment system's overall effectiveness for:
44
Notes:
22/04/2023