Human resource management practices' impact on academic staff performance in private higher education institutions in Namibia

Abstract

The genesis of private higher education (PHE) in Namibia can be traced to Namibia’s national independence. Soon after independence in 1991, a Commission on Higher Education was established to advise the government on the country's higher education needs, demands, and scope. Its main task was to guide how higher education should be structured and funded and determine its relationship with the government. Of the many recommendations made, the Commission reiterated that the government should not be the sole provider of higher education and recommended that the interests of all partners in higher education be represented in the new higher education system. This shaped the trajectory of PHE in post-independent Namibia. Despite the proliferation of private higher education institutions (PHEIs), their image and the quality of education they offer are a subject of national debate, which inspired this study. The aim is to explore current HRM practices in private institutions and develop a framework that will assist PHEIs in enhancing the job performance of their academic staff. The study was framed as a case study within the framework of phenomenological research design. A well established PHE institution was selected for the study. In-depth, context-rich interviews were conducted with academic staff and key informants to capture the lived experiences of the participants. Documentary reviews supplemented this. The results of these led to the development of a HRM framework, comprising specific HRM practices (for academics) and broad HRM practices (for all staff). The study found evidence that the challenges faced by academic institutions in managing academic staff are real and complex, requiring the effective implementation of HRM practices. The results demonstrated the dual nature of challenges and enhancers affecting academic staff performance in PHEI and emphasised the significance of the ability-motivation-opportunity (AMO) theory. The AMO provides a lens through which employees’ performance is understood, highlighting the interplay of ability, motivation and opportunity practices within the context of PHE. The study also revealed that HRM practices in the PHEI emphasise diverse recruitment, compensation, performance management, organisational values, training and employee relations. Further, it was found that well established academic processes and structures inform the implementation of these practices. However, the study uncovered several challenges to effective HRM implementation, including contextual and political factors, job insecurity, the technology divide, institutional culture, resource constraints, and workload. Despite these challenges, factors that can enhance academic job performance were identified, including workload balance, career progression, leadership, collaboration and knowledge sharing. Based on these findings, an integrated HRM framework for the Namibian PHEI was proposed. It is hoped that this model will not only contribute to the enhancement of academic staff performance but also elevate the reputation of PHEIs within the country.