Higher Education Staff Retention: Decreasing Barriers, Increasing Supports, and Examining Congruence

Abstract

The present study aimed to identify barriers and supports at a small private college and examine the impact of congruence, if any, on job satisfaction and turnover intention. Former staff of Moth College participated in a qualitative, phenomenological study that included a pilot survey, semi-structured interviews, and a hypothetical intervention. Prior to the study a literature review identified current studies, issues, and best practices related to the study questions and the study design. A theoretical framework utilizing Social Cognitive Career theory, Social Exchange theory, and Self- in role theory undergird the study. Participants of the study noted unrealistic/unreasonable expectations, poor work life balance, nepotism, and cronyism as barriers. Supports were identified as family atmosphere and colleagues. These concepts were used to create a hypothetical intervention that aimed to address and reduce barriers while utilizing identified supports. Participants were then asked to respond to feedback questions regarding the perceived effectiveness, if any, of the hypothetical intervention. A discussion of study results as well as recommendations and future study ideas are detailed in the final chapters.