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Faculty Turnover in Private Universities in Bangladesh: The Tripartite

Investigation

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Mohd Hasanur Raihan Joarder Mohmad Yazam Sharif

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 ICSSEA 2011 ISC 2011

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ISC 2011 2011 Hotel Equatorial Bangi-Putrajaya, Malaysia, 14 - 15 January 2011 Cutting Edge Sciences for Future Sustainability
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Faculty Turnover in Private Universities in

Bangladesh: The Tripartite Investigation
Mohd H R Joarder# & Mohmad Yazam Sharif*
College of Business, Universiti Utara Malaysia
E-mail: #rai_na2000@yahoo.com, *yazams@gmail.com

Abstract— Faculty turnover has long been a research concern in private higher education sector in Bangladesh. Retention of qualified
faculty is a crucial task particularly when there is high turnover rate. This paper aims to provide further insights on the turnover
issue through focus group discussion and in-depth interview of top management in selected Bangladeshi private universities. It was
found that the faculty turnover rate among the private universities varies from 10% to 19% per year as compared to only 2% to 3%
for public universities. This rate could be considered high and it could have some detrimental effects on the quality of education in
these institutions. It was anticipated that the results of the study will assist in the development of new effective human resource (HR)
retention policies for any organizations including private higher education institutions. This study was purely qualitative in nature to
explore some turnover issues. Thus, future research should focus on the empirical investigation, which may help to explain the
current phenomena better.

Keywords— Faculty turnover, retention strategies, private university, quality of education, qualitative investigation.

types of organizations and industries face different turnover

I. INTRODUCTION
Faculty turnover is a continuous problem for many private
universities in Bangladesh [1]. In addition they added that
faculty turnover rate is alarming in many private universities.
Perhaps among all the organizational resources, people are
the most difficult to control [21]. While the attrition rate of
faculty members in private universities is much higher in
compare to public universities of Bangladesh [18], faculty
retention is regarded as a core challenge faced by private
higher education industry of this country. Realistically,
recruitment, development and retention of faculty members
are, thus, one of the most studied research topics in
organizational psychology [28] as well as in today’s
competitive knowledge-base environment, where human
capital is considered to be a key resource for the overall
success of the business [4, 30]. Each and every dynamic
venture continuously, therefore, strives to reduce the
turnover of the best talented employees for its organization
[22]. Realistically, it is well accepted that the organization
with good human resource practices can usually satisfy or
fulfill their employees’ needs; which in turn make them
(employees) more committed to the organization and lower
their intention to leave [36].
Despite more than 1500 academic studies addressing
voluntary turnover, surprisingly, it is still the topic continues
to be a vibrant field of research. More importantly, different
rates, and in some occasions turnover rates vary widely in
the same industry as well [10]. Moreover, researchers
claimed more international focus on turnover research due to
unpredictable nature of employee turnover, for instance,
different country experience different reasons for turnover
even for same type of organization [10].
The prime thrust of this paper is to explore the current
situation of the faculty turnover of the private universities in
Bangladesh. In addition, this study has attempted to figure
out the current faculty turnover rate of the private and public
universities mainly in the Metropolitan City of Dhaka, where
most of the universities are located. Moreover, a large
number of researches have been conducted in regards to
human resource practices and turnover in the context of
developed nations [39, 7]; there is still lack of research
evidence in this part of developing countries such as
Bangladesh in particular. According to [26], despite
significant research progress on the causes of employee
turnover, there still remains a great deal of confusion as to
what factors actually cause employees to leave or to remain
with the organization. Prior cross-cultural studies show that
people from different cultural backgrounds tend to have
different values leading to different behaviors [13, 14]. In
real sense, the nature of human resources and the HRM
practices of the developing countries are quite different as
compared to that of the developed nations, and a number of

118
human resources practices that successfully practiced in a
certain country, may not successfully applied in another
country [20]. Thus, the current qualitative study will open up
windows of opportunity for future empirical research in this
part of the world, Bangladesh in particular.
II. PRIVATE HIGHER EDUCATION INDUSTRY IN
BANGLADESH
After the period of British colonization, Pakistan achieved
its independence in 1947. Bangladesh then was part of
Pakistan and was known as East Pakistan. According to [16],
“even though we brought freedom from British rules,
political and economic exploitation of West Pakistan
introduced another colonial history for Bangladesh”. It lasted,
however, for a short period of time and finally Bangladesh
achieved its independence in 1971 through nine months of
liberation war. Due to the massive destructions during the
war, the overall socio-economic conditions of the new born
nation were in a huge turmoil. In addition, massive
destruction of the institutional infrastructure, high growth
rate of population, natural disasters, political instability all
these made the situation of a new nation even worst. The
huge impacts of these conditions had a profound impact on
every socio-economic aspects of the new country including
the education system. Although the history of public
universities in Bangladesh dates back to 1921 with the
establishment of University of Dhaka, however, at the time
of its independence there were only four higher educational
institutions in Bangladesh. During the Pakistan period, this
university contributed enormously in the formation of highly
educated community of the then East Pakistan, now
Bangladesh.
Since the birth of Bangladesh, with the ever-increasing
population, the demand for higher education has increased
by many-folds. The four higher education institutions along
with the twenty seven newly established public universities
were insufficient to fulfill this demand [33]. In order to
address this rising demand, establishments of new higher
educational institutions from private sector were also
essential. The private universities in Bangladesh is actually
an entirely new phenomenon dating back only to 1992 with
the formation of "Private universities Act 1992" [18]. The
primary objectives of the private universities were to create
more opportunities for higher education within the country
along with public universities, as well as, partially prevent
the outflow of foreign currency by the students going abroad
for higher studies. From the inception, higher education in
the private sector has been well accepted, and within a short
span of time, 54 private universities have been in operations
since 2008, where over 6000 full-time faculty members are
working which reflects the tremendous growth of private
universities in Bangladesh [1, 32].
We understand the significant growth of the private
universities in Bangladesh within short period of time. Even
though the public universities started its journey in 1921,
while the private universities started early 1990s, however
higher education in the private sector has made tremendous
growth in terms of establishments. Even, if we look into this
matter in terms of number of students’ enrolment between
public and private universities, we get the same scenario and
private universities are enjoying the superior position
119
between them. And also, the growth rate of students’
enrolment is high at the private universities as compared to
public universities during the year 2006 to 2008. Thus, it is
clear that the importance of private universities in
Bangladesh, and these institutions are playing significant
roles in the development of human resources in the country.
In terms of student enrollment growth rate during the few
consecutive years, private universities are having better
position and enjoying many-folds students’ enrolment as
compared to public universities.
III. LITERATURE REVIEW
Faculty turnover can be either voluntary or involuntary.
However, from the institution’s perspective, too much of
voluntary turnover is mostly undesirable; although
researchers found some amount of faculty turnover is
necessary and have positive results such as creating
opportunity for “new blood” that brings along with fresh
ideas [3, 25]. High turnover rate has always strong
undesirable consequences including lost return on previous
investment, disruption of research and teaching program,
discontinuity of student mentoring, the monetary costs of
recruiting a replacement, and the time of other faculty
diverted in the hiring process [25, 9]. In order to minimize
the unwanted losses, initially it is essential to know the rate
of faculty turnover, and then investigate the reasons behind,
if the rate is considerably high.
Since the enactment of Private Universities Act of 1992,
Bangladesh has seen a tremendous growth in private
educational platforms over the recent years mainly through
the emergence of a large number of universities in private
sector [6]. In the year 2000, the number of these universities
was only 17, till date it has reached a total of 54 [32, 2, 17].
Surprisingly, most of the private universities are located in
Dhaka city, the capital of Bangladesh. More specifically,
about 42 private universities are in operation in the capital
city where around 5200 full-time faculty members are
engaged in teaching and research [32]. Bangladesh in this
regard, has been very successful nation in terms of
expanding of higher education in the private sector within
short span of time. Besides, in future Bangladesh can be one
of the best places for higher education and well-known to the
global community [38]. According to a survey in 2002,
nearly 20,000 students got admission for their higher
education in the private universities in Bangladesh. The
number has dramatically increased to 1,24,267 students in
2006 [18]; which has reduced the higher pressure on the
limited capacity of the public universities. Thus, it is clear
from the increment of the student’s enrolment that the
private universities have been well accepted.
Though, there have been tremendous growth of private
universities in Bangladesh, these universities, however, with
inadequate full time faculty members depend heavily on
part-time teachers, which adversely affect the quality of
education [19]. Moreover, it is alleged that faculty members
usually do not stay with any particular private university for
longer period of time. In this regard, organizational expert
says that experienced workers are essential to attain
organizational success and the retention of experienced
workers needs to be stable [12]. The unusual switching of
the faculty members from one to another or sometime
outside the academia makes the faculty turnover issue more
sensitive in the private sector of higher education in
Bangladesh.
It is though unfortunate, there are not many research
initiatives to address the faculty turnover issue in the context
of Bangladesh. However, as far as our knowledge goes, one
study focused on the faculty members of the private
universities where the researcher argued that frequent faculty
switching is another major problem for the private
universities [5]. This in turn undoubtedly hampers the
academic environment, thus quality education in the long
term is affected. Similarly, in another article the author
urged in his article to improve the human resource practices
at the private universities. He added that poor human
resource practices cause the faculty members to leave [15].
Mostly, it is said that employee turnover is not good for
the organizations [23]. But, employers should remember that
turnover is not that bad either, because some amount of
faculty turnovers are necessary and have positive influence,
such as creating opportunities for “new blood” that bring
along fresh ideas [3, 25]. What is required is an optimum
mix of turnover, not too high-not too low. An optimum mix
of employee turnover can help in many ways. Other than the
fresh ideas, a little rate of employee turnover may result into
bringing in skills from new hires, better employee-job
matches, more staffing flexibility, and facilitate change and
innovation. Contrary to this, high rate of turnover may lead
to lower quality of service delivery and spread of
organizational knowledge [27].
IV. RESEARCH METHOD
The researchers mainly employed the qualitative method
for understanding present faculty turnover phenomenon in
the private universities in Bangladesh. Qualitative research is
used to gain deeper understanding of the research issue. This
method is mostly used for exploring the reasons behind
human behaviors such as how they feel and why they feel,
which is somewhat restricted in the quantitative research.
According to [8], qualitative research is an inquiry process
of understanding based on distinct methodological traditions
of inquiry that explore a social or human problem. The most
important advantage of employing qualitative research is
that the use of open-ended questions allows participants to
respond in their own words, while researchers have
flexibility to probe initial participants’ responses through
asking “why” or “how”. This is somewhat restricted in the
quantitative research. Although there is plethora of
quantitative research evidences on turnover issues,
qualitative research is still lacking in this field of study.
The researchers have used two different qualitative
approaches on three different groups of participants to
understand the turnover issue in the context of Bangladesh.
These are;
1) Focus Group Interview approach,
2) An expert opinion/ in-depth interview approach, and
3) Interview of higher officials of University Grants
Commission Bangladesh.
Focus group interview has become so popular that many
researchers consider it to be the only exploratory research
tool. In fact, focus groups allow participants to discuss their
120
true feelings, anxieties, and frustration, and to express the
depth of their convictions in their own words. To be more
specific, focus group interviews are guided or unguided
group discussions addressing a particular topic of interest or
relevance to the group and the researcher. In the focus group
interview, group consists of approximately 6-8 persons
guided by a facilitator, during which group members express
their opinions freely and spontaneously about the designated
research topic.
The prime concern of the group interview is to obtain
detail information on research topic, the concepts,
perceptions, and their ideas. Researchers use this technique
of data collection because it is quick, inexpensive, and
excellent for obtaining background information of the
designed research concern. The uniqueness of a focus group
interview is its ability to generate data based on the synergy
of the group interaction [11]. Focus groups can generate
large amounts of data in a relatively short time span, and the
findings may be used to precede quantitative procedures.
In June 2010, researcher conducted a focus group
interview with 8 faculty members of the private universities
mainly located at the capital city of Bangladesh to
understand the present faculty turnover phenomenon in the
private higher education sector. The participants represented
various private universities, and all of them were designated
as assistant and associate professors with relatively higher
work experience. Of the participants, 5 were males and 3
were females, and all of them were having 6 to 10 years of
work experience. Participants’ experiences and the higher
position reflect that they were quite capable of describing the
current scenario of the faculty turnover at the private
universities.
In-depth interview is another type of qualitative research
method. According to [29], an in-depth interview is an open
ended, flexible, and exploratory in nature. Interviews have
been used extensively for data collection across all the
disciplines of the social sciences, and in educational research.
In-depth interviewing, also known as unstructured
interviewing, is a type of qualitative method of obtaining
information in order to achieve a holistic understanding of
the situation; it can also be used to explore interesting areas
for further investigation.
Between May and July, 2010, I conducted one to one
interview of the top management of the various private
universities. Eight top officials agreed to give interview. The
average length of each interview was 60 minutes, and each
ranged from 45 minutes to 75 minutes in length. There was
representation from all categories of universities.
The third phase of this study was to visit University
Grants Commission Bangladesh (UGC), the regulatory
government institution for all public and private universities
in Bangladesh, to understand current turnover phenomenon
from UGC perspectives. The open discussion with UGC
high officials discovers many issues such as present scenario
of the higher education, student-faculty ratios of the public
and private universities, quality issues universities, and
especially the issue of faculty instability of the private
universities.
 TABLE I. THE SUMMARY OF THE RESULTS OF THREE DIFFERENT faculty members to leave, and sometimes leave the academe
INVESTIGATIONS OF THE STUDY
forever.
About 75% of the discussants argued that faculty
CAUSES OF FGI INTERVIEW UGC
FACULTY FINDINGS FINDINGS FINDINGS compensation and job security are most significant factors
TURNOVER N=8 N=8 N=2 for faculty members to stay with the organization or not.
Perhaps, for every underdeveloped or developing country,
FACULTY
100% 63% 100%
secured employment and better compensation is considered
TURNOVER IS A
AGREED AGREED AGREED highly regarded turnover decision. Bangladesh in particular
SERIOUS PROBLEM
is one of the South Asian underdeveloped countries where
the unemployment rate is considerably high. Therefore,
*COMPENSATION SIGNIFICANT SIGNIFICANT SIGNIFICANT
employees care about their job security and how they are
compensated. Additionally, faculty job autonomy and
*JOB SECURITY SIGNIFICANT SIGNIFICANT SIGNIFICANT
supervisory support have been found significant.
Realistically, faculty members prefer to work by their own
*WORKING NOT NOT
CONDITION SIGNIFICANT SIGNIFICANT
SIGNIFICANT with freedom. Discussants of the FGI session revealed that
faculty need supports from senior colleagues, and without
*JOB AUTONOMY SIGNIFICANT SIGNIFICANT SIGNIFICANT supportive colleagues it is difficult to stay with that
organization. In fact, greater the supervisory support, lower
**TRAINING & NOT NOT NOT the turnover intention. Faculty workloads have been found
DEVELOPMENT SIGNIFICANT SIGNIFICANT SIGNIFICANT as a significant factor for faculty decision to stay or quit. The
reason perhaps is that if the workload is heavy for longer
*SUPERVISORY
SIGNIFICANT SIGNIFICANT
NOT period of time, faculty may feel stressed, and consequently
SUPPORT SIGNIFICANT
faculty may think of leaving for another job.
All other factors such as promotion opportunity, faculty
**PROMOTION NOT NOT NOT training and development, working condition, and
SIGNIFICANT
OPPORTUNITY SIGNIFICANT SIGNIFICANT performance appraisal were not significant according to the
FGI discussants. In other words, these factors are important
for faculty motivation and commitment; however these can’t
NOT NOT NOT
**PERFORMANCE SIGNIFICANT SIGNIFICANT SIGNIFICANT
influence faculty turnover decision. However, absence of
APPRAISAL these factors may create dissatisfaction among the faculty
members.
The table shows the results of the in-depth interview of
*INVESTORS' SIGNIFICANT SIGNIFICANT SIGNIFICANT the top management of the private universities. 63% of the
ATTITUDE experts argued that the current phenomenon of the faculty
turnover is not in favor of the organization. In other words,
*WORKLOADS SIGNIFICANT SIGNIFICANT ………. faculty turnover is a serious problem for the private
university management. While, other 37% argued that there
**FAIRNESS IN NOT
………… ……….. is a faculty switching issue at the private universities,
REWARDS SIGNIFICANT
however it is not yet a serious problem. Similar findings
have been identified through the focus group interview,
*LOCATION &
COMMUNICATION
………… SIGNIFICANT ……….. where 100% discussants agreed that faculty turnover is a
serious problem. In this regard, the in-depth interview results
Note: are slightly different from FGI results, because experts (top
* indicates significant, it means the factors influence faculty management) represent the organization and they serve the
turnover decision; organization. Even though the experts represent organization,
** indicate not significant, it means the factors do not during the interview session most of the experts have
significantly influence faculty turnover decision in this study. pointed out that investors’ indifferent attitudes regarding
Source: Fieldwork Investigation Research. quality education, faculty development, and students welfare
are responsible for high turnover.
V. DISCUSSION 75% experts think that job security can strongly influence
The results of focus group interview have been presented faculty turnover decision, while more than 50% mentioned
in the table 2. The current situation of the faculty turnover is that compensation has strongest influences on turnover
not favorable for private university management. According decision. Apart from those two factors mentioned, faculty
to the FGI results, faculty turnover is a serious problem for job autonomy, supervisory support, and faculty workloads
private university management. Unanimously, all the have been found as significant for making turnover decision,
participants directly blamed the investors’ profit while working condition and training & development came
maximization motives and their indifferent attitudes in up insignificant. Though some of the experts argued in favor
regards to the quality education, faculty development, and of these factors, promotion opportunity and performance
facilities for students. Surprisingly, it is true that faculty appraisal were found insignificant. They stated that these
members have always been ignored. This in fact encourages factors create motivation among the faculty members if they
are practiced appropriately. Some experts have emphasized

121
on location and communication, lack of transparency,
service rules and institutional reputation.
The table presents the results of the interview with the
high officials of the university grants commission, the
regulatory authority for public and private universities in
Bangladesh. They also viewed faculty turnover as a problem
for private university management. They also acknowledge
the significant contribution of compensation and job security
in making turnover decision. However, they differed slightly
with the FGI and experts interview results by arguing that
working condition and faculty job autonomy contribute
much in turnover decision, while supervisory support does
not have influence on faculty turnover decision. In regards to
promotion opportunity and training & development issues,
they stated that these factors increase employee motivation
and working efficiency.
In responding to the question of current faculty turnover
rate, according to the experts, even they differ among
themselves, with little variation almost every private
university experiences more than 10% faculty turnover
including some experience 15% per year. Certainly, it is a
high rate for any particular institution. The standard turnover
rate should fall within the range of 3.3% to 14.3% per year,
while most American and Western universities’ faculty
turnover rate is 2% to 10% per year. The detrimental effects
of such undesirable high rate can cause problems for
university management.
In other hand, the UGC officials disclosed that the faculty
turnover rate at the private universities falls in the range of
12% to 19% per year, while it is only 2 to 3 percent per year
for public universities [32]. Thus, it can be argued that the
turnover rate is considerably low at the public universities; it
is simply just opposite and considerably high for private
universities. They added, whatever the causes behind the
faculty switching are, these must be addressed properly to
reduce the turnover rate. Thus, the importance of further
empirical research in relation to faculty turnover is
undoubtedly significant.
VI. SUGGESTIONS FOR FUTURE ACTIONS
The researchers have made important suggestions after
collecting information from three different sources which
may contribute to the faculty retention at the private
universities. The most electrifying finding is that the high
turnover rate is one of the major concerns for private
universities management. And it should be reduced into
moderate level. Therefore, to improve the turnover condition,
the private university authority should focus on faculty
compensation, job security, working atmosphere, job
autonomy and supervisory supports. The growth rate of
private universities in Bangladesh is tremendous; the student
enrolment is increasing over time, the contribution towards
the development of national human resources along with the
public universities is worthwhile. Therefore, it is true,
private university authority cannot afford the luxury of
ignoring the current problem of high turnover. The results of
the study might be helpful for the authorities of the higher
learning institutions, private university in particular. In fact,
higher education ministry can formulate their strategies to
attract and retain qualified faculty members. Thus, the
results of this study can be used as policy making tool for
122
ministry of higher education. It is unfortunate that there are
no defined or prescribed human resource practices for many
private universities particularly for academic staffs, thus
management was quite casual in their approach towards
human resource practices. For the sake of higher education,
private universities in particular, needs further empirical
evidences to find out the what particular human resource
practices are accountable for high turnover in the context of
Bangladesh, thus the result will be used to formulate the
faculty retention strategy.
VII. CONCLUSION, LIMITATIONS AND FUTURE
RESEARCH DIRECTION
To recapitulate, the findings of this study suggest that the
faculty turnover of the private universities is significantly
high. Thus, it is reasonably difficult to retain qualified
faculty. In this competitive knowledge-base environment,
human capital is considered to be one of the key resources
for the overall success of the business, and the human
resource practices play significant role to employee
satisfaction as well as to increase their commitment level to
the organization. So, there is a greater need for further
empirical investigations with a greater focus on human
resource practices in the context of private higher education
sector in Bangladesh.
Although there are notable contributions from this study
especially for faculty retention strategies and policy making
process, the results of this study need to be viewed and
acknowledged in lights of its limitations. First, it is a
qualitative investigation mainly included focus group
interview and experts’ interview. Sample size was
considerably low. Moreover, only few institutions of the
private sector have been included in this study. Thus, the
findings cannot be generalized. Undoubtedly, questionnaire
survey is arguably the most common technique in
management research [34], and quick means of assessing
information using reasonably higher sample size [37]. In the
present study, public universities were not included either.
Therefore, future research should focus on the avenue of
comparative analysis with larger observations to explain
faculty turnover issue of both private and public universities.
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