Fiina Shimaneni ^{1 *}

AM J QUALITATIVE RES, Volume 10, Issue 2, pp. 51-69

https://doi.org/10.29333/ajqr/18003

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Abstract

The transformation in higher education globally has intensified demands on academic staff, particularly in private higher education institutions (PHEIs) that operate within increasing market-driven environments. This study responds to these transformation pressures by developing a human resource management (HRM) framework for enhancing academic staff performance. While academic staff performance is central to educational quality, most human HRM frameworks overlook the distinctive realities of PHEIs. Using a phenomenological qualitative approach, data were collected through in-depth semi-structured interviews with academic staff and academic management. Utilizing thematic data analysis, the study identified six interrelated HRM practices, namely professional development, provision of resources, recognition of achievements, collaboration and knowledge sharing, workload, and job security, that collectively shape academic staff ability, motivation, and opportunity to perform. While intrinsic motivation to teaching emerged as an important sustaining factor, the analysis also reveals tensions whereby reliance on passion and professional identity may normalize excessive workloads. This article, therefore, proposes a context-sensitive HRM framework that advances the understanding of academic labor in PHE and highlights the need for institutional HRM systems that complement, rather than rely upon, individual commitment to sustain academic staff performance.

Keywords: Academic staff performance, AMO theory, intrinsic motivation, private higher education institutions, higher education institutions, Human resources management practices/framework, Namibia

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