Faculty Attrition in Engineering Colleges Vangeti Jagan Mohan Reddy* Department of

Economics, Osmania University, Hyderabad, India

Abstract: The Indian education system is considered as one and only one of its kind
which insists on imparting educating children with morals. Though over the decades
public educational institutes are doing a great job of providing qualitative education,
we cannot overlook the contribution that is made by private educational system in
India. At present, India's private education market is worth $68 billion. The sharp
spurt within the variety of personal colleges/institutes/universities providing skilled
education within the recent past has resulted in the exaggerated demand of
extremely qualified professionals within the market. Thereby, an oversized variety
of colleges square measure needed by these institutes for his or her syllabus
development and educational rescue. Again the increasing opportunities offered
within the company sector exert a pull on the prevailing colleges towards the
company career from tutorial profession. This creates a void but undesirable
consequences within the existing institutes. The migration of faculty to the core
trade, the extra college demands for faculty in the prevailing institutes for freshly
introduced courses enhance the demand for teaching fraternity. This high demand
and low supply is leading to crisis within the country, particularly in self supported
skilled establishments. In this context, employee turnover includes a serious impact
on the institute and its name thereby leading to the accrued prices both direct and
indirect. A high rate of turnover rate in a corporation means that increasing
recruiting, choice and coaching prices. Moreover, lack of employees continuity
involves high prices within the induction and coaching of latest employees. In case
of engineering colleges, the price of employees turnover is higher as human
resource with information and competences are the key assets and it affects the
tutorial and analysis activities of the colleges. Quitting within the middle of
semester has an incredible effect on educational institutions because it is
troublesome for each college to rearrange for substitute faculty and students to
adjust/accept new faculty within the middle after all.
1.
Scope of the study: The present article aims at finding out the problem of attrition in
engineering colleges in the district of A.P. For the purpose of the present study, one
of the reputed and established engineering college affiliated to JNTU, Kakinada has
been selected. The scope of the present study is confined to problem of faculty
attrition the selected college, the level of satisfaction of faculty with regard to the
facilities and other facilities provided by the management etc. The study focused on
the reasons for faculty mobility and the consequences of such mobility as perceived
by the continuing faculty. Though this study is confined to survey conducted in one
of the pioneering college, the survey covers the opinion of almost all the faculty
working in the college. With the findings of the present survey, the researcher
attempted to offer some suggestions to the management of the engineering
college, which may help in bringing improved levels of satisfaction among the
faculty, which can ultimately have its positive impact on the overall performance of
them as well as the students. 2.Objectives of the study: 1. To present a conceptual
framework on problem of attrition in educational institutions, its causes and
consequences. 2. To study the root causes of faculty attrition in the selected
engineering college located in Guntur district of AP. 3. To find the level of
satisfaction of teaching faculty on matters pertaining to their working environment.
4. To observe the immediate effect of faculty attrition on the smooth functioning of
the institution. 5. To offer suggestions to the management to minimize faculty
attrition and take measures to enhance the morale of faculty. 3.Methodology of the
study: The present study aims at finding out the reasons of faculty attrition for
which an opinion survey of faculty is undertaken by the researcher. The sample unit
selected for conducting the study is one of the reputed engineering colleges in the
Guntur district of AP. There are 100 teaching faculty in the selected engineering
college with five faculty holding doctoral degree and many others who are pursuing
doctoral research. The present study is a International Journal of Economics and
Business Management, 2015, 1(2),16-19 Vangeti Jagan Mohan Reddy Page No.17
census survey conducted in selected college which covers the opinion of almost all
the faculty members. The data contained in the report is mainly primary in nature,
but theoretical aspects on the topic has also been collected from the text books of
Human resource management. The data has been analyzed by a simple percentage
analysis to draw inferences. For the purpose of collecting primary data, a
questionnaire has been prepared by the researcher containing 40 questions in order
to find out the causes of dissatisfaction and reasons for faculty attrition. 4.Limitation
of the study: Though the study is mainly academic in nature, due to the inherent
fear in the faculty members, some of the questions contained in the questionnaire
were not answered by some of the faculty. Though there are 90 faculty in the
chosen engineering college, five of them were unavailable at the time of conducting
the survey. Data analysis: Table.1.Categorization of faculty on the basis of their
experience Years of experience No of faculty Percentage Less than one year 10 11%
1-5 years of experience 50 59% Above 5 years of experience 25 30% TOTAL 85 100
Interpretation: From the above table, it is found that more than 50% of the faculty
have below 5 years experience, where as 30% of the respondents have more than
5 years of experience. Table.2.Opinion of respondents on the reasons for choosing
teaching as their profession Opinion No of Respondents Percentage Flair for
teaching 50 58.82 Less no of working hours 5 5.88 Convenient working hours 5 5.88
All the above 25 29.41 TOTAL 85 100 5.Interpretation: From the above table, it is
found that nearly 60% of faculty have opted teaching profession because of their
intense flair for teaching whereas about 30% of the faculty have chosen this
profession because of their convenient working hours. Table.3.Opinion of
respondents on their experience in current institution Opinion No of Respondents
Percentage Excellent 10 11.76 Very good 30 35.29 Good 30 35.29 Satisfactory 10
11.76 Poor 5 5.88 TOTAL 85 100 Interpretation: From the above table, it is found
that 35% of the respondents have very good opinion about working experience in
the current institution, whereas others are satisfied with their current institution.
Table.4.Opinion of respondents on the reason for choosing the present institution
Opinion No of Respondents Percentage It is a pioneering college in the district 20
23.53 Good working conditions 40 47.06 Smart pay 20 23.53 Proximity of its
location 5 5.88 TOTAL 85 100 Interpretation: From the above table, it is found that
nearly 48% of the respondents have chosen the current institution because of good
working conditions available there whereas others are attracted by the brand
reputation of the institution. Table.5.Opinion of respondents on the major cause of
dissatisfaction in their college Opinion No of Respondents Percentage Work pressure
10 11.76 Work environment 5 5.88 Impromptus pay 25 29.41 Lack of incentives for
superior performance 10 11.76 All the above 35 41.18 Total 85 100 Interpretation:
From the above table, it is found that the major cause of faculty dissatisfaction is its
impromptus pay whereas many of them feel that Lack of incentives for superior and
performance and Work pressure , Work environment are also some other causes of
faculty dissatisfaction. Table.6.Opinion of respondents on the major causes of
faculty attrition Opinion No of respondents percentage dissatisfaction with pay 45
52.94 lack of recognition 10 11.76 availability of selfemployment offers 10 11.76
personal reasons 5 5.88 lack of professional autonomy 15 17.65 Total 85 100
International Journal of Economics and Business Management, 2015, 1(2),16-19
Vangeti Jagan Mohan Reddy Page No.18 Interpretation:according to majority of the
respondents, insufficient pay and lack of recognition are the major causes of faculty
attrition. Table.7.Opinion of faculty on immediate consequences of faculty attrition
opinion No of respondents percentage Waiting before the next faculty takes charge
10 11.76 Impact on the performance and result of students 35 41.18 Impact on
admissions 40 47.06 Total 85 100 Interpretation:According to majority of the
respondents, the most prominent consequence of faculty is its adverse effect on
student performance in examinations and admissions. Table.8.Opinion of faculty on
whether retention policyis existing in their institution or not opinion No of
respondents percentage Retention policy is existing 10 11.76 No retention policy 40
47.06 Depends on the individuals cost and value 35 41.18 Total 85 100
Interpretation : The above table reveals that about 40% of the respondents feel that
retention or otherwise of an employee who want to quit depends on his value and
cost to the institute, whereas more than 47% of the respondents opined that there
is no retention policy in their college. Table.9.Opinion of respondents on retention
strategies followed by the management opinion No of respondents percentage
Improved pay 0 0.00 promotion 0 0.00 Retention bonus 40 47.06 No lure back policy
45 52.94 Total 85 100 Interpretation:The above table reveals that about48% of the
respondents felt that the management offers a retention bonus to those long
standing faculty who want to make a move whereas the remaining respondents said
that there is no lure back policy at all. Table.10.Opinion of respondents on spousal
hires in the college opinion No of respondents percentage Spousal hires are
encouraged 50 58.82 No spousal hires 35 41.18 Total 85 100 Interpretation:The
above table reveals that nearly 60% of the respondents felt that Spousal hires are
encouraged in their college whereas others felt that their college do not encourage
the same. 6.Findings of the study; It has been observed from the present study that
the faculty are absolutely happy and satisfied with some of the factors like utmost
freedom in choosing the subjects, convenient working hours and proximate location
of the college to the city. It has also been identified that there is a very good digital
library in the college with an access to good number and kind of national and
international journals. Usually a notice of 60 days is sought by the management but
subject to the conditions under which faculty are moving out, the notice period is
relaxed. Though student feedback is analyzed from time-to time in a systematic
manner, the inputs from such feedback is used constructively for motivating faculty
for better performance rather than to deprive them of routine increments. It is
found that though management seeks active involvement of faculty in placement
activity and admissions, such a thing is not directly reflected in fixing annual faculty
increments. However, it has been found from the present study that the main
cause of faculty dissatisfaction is delayed payments and sometimes insufficient
increments. Most of the faculty opined that dissatisfaction with pay is the primary
reason for faculty attrition whereas availability of better opportunities elsewhere
and desire to pursue doctoral research on a full time basis are some other reasons
for faculty attrition. Most of the faculty felt that when existing faculty leave in the
middle of the academic year, students find it difficult to cope-up with the teaching
methodology of the new faculty. Though a direct monetary inducement is not
provided to the teaching faculty, International Journal of Economics and Business
Management, 2015, 1(2),16-19 Vangeti Jagan Mohan Reddy Page No.19 support by
way O D facility and its linkage to increments is motivating the faculty to involve
more and more in research activity. 7. Suggestions: As dissatisfaction with regard to
amount and promptness of pay is o as the main cause of faculty dissatisfaction, it is
suggested to the management to improve the same. It is also suggested to the
management to speed-up the process of faculty recruitment in order to off-set the
effects of delayed recruitment. 8.Conclusion: As monetary incentive acts as a major
drive for better performance, every organization should take concentrate on fixing
the salaries at a reasonable level. Better relationship among people working in an
organization, existence of free upward channels of communication, empathy
towards the workforce etc can definitely bring better environment in any
organization. employees shall be encouraged to ventilate their feelings in order to
prevent loss of morale because a highly satisfied employee is a valuable asset to
any oranisation he is the true brand ambassador of any organization. 9. References:
1. Attrition in India Causes & Remedies Savneet Kaur International Journal of
Emerging Research in Management &Technology (Volume- 2, Issue-6) 2. Neil
Kokemuller, Demand Media

INTRODUCTION Education has been recognized as the most important source of

competitive advantage for a nation. The purpose of higher education is to give the
students with sufficient knowledge and skill so as to function as creative and
productive member of the country. The prosperity or scarcity of a nation depends on
the quality of higher education (Malcolm Gillis, 1999). The unparalleled expansion in
science, technology and other knowledge oriented structures, the conservative
composition and processes associated with higher education are undergoing major
transformations. The pressure of industries and businesses to measure up to the
international standards are highly demanding. The abilities to stand up to this
competition would depend on the capabilities of the human resource. India boasts
of one of the leading Higher Education (HE) systems in the world and technical
education is an integral part of it. Technical education is being imparted at various
levels such as degree, diploma, PG and research in specialized fields catering to
various aspects in technological development and economic progress. REPORT OF
THE WORKING GROUP ON TECHNICAL EDUCATION FOR THE XII FIVE YEAR PLAN,
(2012-2017) states that the vision of the Department of Higher Education is to
realize India's human resource potential to its fullest in the Higher Education sector
with equity and inclusion. The government on its part aims to increase the Gross
Enrolment Ratio (GER) in higher education to 21% by the end of the 12th five year
plan period from the current 13.5% and Ministry of Human Resource Development
has formulated an action plan to achieve this target. This has led to an
unprecedented expansion in the number of the premier institutes like IITs, IIM, NITs,
and IISERs etc. Permission for private investors in the area of education has resulted
in a increase in technical institutions from 4,491 in 2006-07 to 8,361 in 2011-12
with a corresponding increase in the annual intake from 907,822 in 2007-08 to
2,046,611 in 2011-12. Similarly, number of polytechnics has increased with
corresponding rise in intake from 417,923 in 2007-08 to 1,083,365 in 2010-11.
Further, significant number of university level technical institutions, such as deemed
universities and private universities established by the State legislatures, have also
come into existence in recent years. This has also brought forth pertinent focus on
popularity of certain programmes offered, creation of regional balance, ownership
pattern, modes of delivery of the programme, degree of regulation, creation and
sustenance of talented faculty etc. The National Knowledge Commission (2006-
2009)in its 'Report to the Nation' reiterates the high growth in the number of
institutions. It is observed that evaluation of the institutions is largely dependent on
the 'Intellectual Capital and Faculty' making it increasingly important to develop a
mechanism to arrest, conserve, retrieve the intellectual capital (Doctor and
Ramachandran, 2008). In the current times paucity of teachers has evolved and
grown even bigger with the accelerating growth in the number of new institutions
and their intake capacities. Faculty mapping has already been undertaken by AICTE
with discipline-wise vacancies, and qualification-wise availability of faculty being
worked out. In addition, the Ministry is mulling Human Resource Planning and
Management (HRPM) centres for faculty attraction and retention at the university
level to assess teacher requirement, plan their professional growth, research,
provide faculty development programmes through conferences, training,
workshops, incorporate incentives and award schemes. It is being suggested that a
concerted strategy to retain best talents in universities for faculty positions and
prepare secondary teachers be formulated. According to a report presented to the
Union government by the University Grants Commission (UGC), India currently
possess only half of the required strength and needs about 300,000 more faculty,
revealing the extent of faculty crunch in India's higher education system.Ministry of
Human Resource Development (MHRD) in a statement stated that establishment of
a reliable database itself is a major hurdle in addition to the issue of faculty
shortage. The report also posits that India requires about 100,000 more teachers
per year in next 10 years for its colleges. The task force has urged the Ministry to
immediately order a complete assessment of the academic situation in India,
without which higher education policy projections for the 12thPlan cannot be met.
The elite educational institutions of India like Indian Institutes of Technology (IITs)
and the National Institutes of Technology (NITs) face a faculty shortage of 30-35%
and the 15 IITs need 1,693 more teachers immediately and the 20 NITs, require
1,522 more faculties. The central universities face at least a 30% shortage. The
situation in the privately managed institutions is no different, but rather grave.
Ample opportunities exist for faculty, as all the intuitions are vying for human
resource. Qualified faculty has become a cherished possession and their satisfaction
affects their intention to stay at the institutions. The retention of the faculty enables
the institutions to attract better students and build better reputation. In an
institution where the faculty is not able to use their full potential, not heard, not
paid on par with the norms and valued, they are likely to leave because of stress,
dissatisfaction and disappointment. In a clear and healthy work environment, the
faculty gets a sense of achievement and belongingness. The institutions are
benefited with stronger, dependable personnel harbouring bright new ideas for their
growth. Hence,it becomes imperative for all the technical institutions to identify,
motivate, attract and retain quality faculty lest they incur costs in the form of direct
or indirect on a continuous basis which is detrimental to the Institutions' growth and
development. The current study Cost Analysis of Faculty Attrition in Technical
Institutions - Problems and Remedies was an attempt to understand the faculty
motivators to join a technical institution and the reasons for faculty attrition along
with the various costs incurred in the faculty attrition. The study provides an insight
into the problems encountered due to attrition and the remedies thereof. The
current study 56 COST ANALYSIS OF FACULTY ATTRITION IN TECHNICAL
INSTITUTIONS: PROBLEMS AND REMEDIES OCTOBER 2015 - MARCH 2016 VOL. 12
NO. 2 DIAS TECHNOLOGY REVIEW intended to address the issue of cost analysis of
the faculty attrition through the below mentioned objectives BJECTIVES The study
has the following objectives: To identify the employee motivators for joining a
technical institution. To critically examine the potential factors affecting faculty
turnover in the technical institutions. To compare the reasons of faculty attrition in
select technical institutions To study the relationship between faculty attrition and
the direct costs of the technical institutions. To explore the impact of faculty
attrition on the indirect costs in the technical institutions. To examine the effect of
faculty attrition on the opportunity costs in the technical institutions. To assess the
levels of satisfaction of faculties on the retention strategies adopted in their
respective technical institutions. To suggest improvements for reducing the faculty
attrition and increasing retention in technical institutions. HYPOTHESES In the
course of the study the following hypotheses will be tested: H1. There may be
positive relationship between certain potential factors (like compensation, career
advancement opportunities, training and development activities) and the motivation
of the faculty to join a technical institution. H2. There may be positive relationship
between certain potential factors (like compensation, career advancement
opportunities, training and development activities) and faculty attrition in a
technical institution. H3. There will be no difference in the reasons for faculty
attrition in the technical institutes( autonomous and affiliates) H4. The institutions'
direct cost is adversely affected by faculty attrition in a technical institution. H5. The
institutions' indirect cost is adversely affected by faculty attrition in a technical
institution. H6. The institutions' opportunity cost is significantly affected by faculty
attrition in a technical institution. H7. There will be a positive relationship between
the institutions' retention strategies and the satisfaction of the faculty. ITERATURE
REVIEW Mondy (2010) clearly defined turnover rate as the number of new
recruitments against number of resigning employees. Different studies use different
terms for the action of teacher attrition. Ingle W.K. (2007) also defined attrition as
the broad term used to describe the phenomenon of losing a teacher from a school
or district. This includes both teachers who depart from teaching completely for
other employment or those who migrate to other schools. The term turnover was
used synonymously with teacher attrition. The current study also used attrition
synonymously with turnover. Luthans and Sommers (2005) argue that motivation
energizes and alters attitudes. Sinclair, et al. (2005) demonstrates the motivational
power of money through the process of job choice. They explained that money has
the power to attract, retain, and motivate individuals towards higher performance
and career survival would depend on career resilience. Edwards et al. (2006)
reported a correlation between rewards and motivation; and rewards and job
satisfaction. Bhatnagar (2007) further supported the notion that motivation is an
internalized drive. Milne (2007) and Rafikul and Ahmad (2008)implied that rewards
offered by employers significantly improve an employee's motivation towards their
work and subsequently build job satisfaction. Furham et al. (2009) entailed that
organizations and managers recognized rewards as an important element in
motivating employees to perform readily, exert substantial effort on behalf of the
organization and exhibit strong desire to maintain membership. Calfee and Pessirilo
(1980)posit employee attrition as another factor that led to a negative view of the
current work setting. Teachers' first years in the profession were found to be
particularly difficult, a finding widely reported in the literature
(Veenman,1984,Johnson et al.,2004). Feng (2005) reported that the rate of faculty
attrition was directly proportional to characteristics of the student population and
school communities in which faculty were employed. Schools serving low-
performing, high minority and/or low-income student populations have higher
faculty attrition rates. Job dissatisfaction had an illustrated affect on both
educational quality and costs. Job dissatisfaction was linked with lower efficiency in
research, less attention and poorer teaching and mentoring of students, burnout,
absenteeism, adverse health consequences, and higher attrition (Cetin, 2006;
Cropsey et al 2008Mamisheishvili& Rosser, 2010 ). According to Baldacci (2006)
characteristics which caused faculty attrition included organizational characteristics
such as the dearth of support from staff, administration and parents, the dearth of
avenue to engage in policy and decision making on the school and/or district level,
and the dearth of professional growth avenues. Mondy,(2010) stated that when the
current institution can no further offer the expected/ desired levels of compensation
the employee leaves the institution. According to Eatough (2010), issues such as
autocratic management style, ambiguity in job 57 COST ANALYSIS OF FACULTY
ATTRITION IN TECHNICAL INSTITUTIONS: PROBLEMS AND REMEDIES OCTOBER 2015
- MARCH 2016 VOL. 12 NO. 2 DIAS TECHNOLOGY REVIEW O L descriptions, lack of
availability of proper amenities, prejudiced behaviour towards other colleagues are
some of the factors that lead to conflicts between employees and their supervisors.
Altarawmneh and al-Kilani (2010) examined the impact of human resource
management practices on employees' turnover intentions and the results revealed
that job analysis had a significant effect on employees' turnover. Pathak, S &
Tripathi.V (2010) observed that individuals leave an organization if they are not
satisfied with the job and factors like stress, career advancement and environment.
It has been stated that the relationship between turnover and performance is in
most cases complex and results through multiple contingencies, dependent on the
institutional, organisational, and market context of firms, with the prevalent
evidence suggesting total turnover and voluntary turnover as negatively related to
operational performance. (Batt & Colvin, 2011). Ahmad.T & Riaz.A (2011) opined
that turnover intent is affected by a combination of variables comprising of job
satisfaction, perceived alternatives of employment opportunities, distributive
justice, work load, and management style and these variables depicted a significant
impact on intent to leave. Mahmud. K and Idrish. S (2011)stated that job analysis,
career development, compensation, realistic job information variables were
negatively and significantly correlated with Employee Intention to Leave (EIL) while
work family balance did not show a negative correlation with EIL. According to
Mehta. S (2012) in several academic institutions, teacher attrition has become a
significant issue because the ability to retain highly talented core faculty members
can be decisive to attract students for its future survival. OSTS ASSOCIATED TO
ATTRITION HRA experts Cascio, Hom and Griffeth defined that cost of attrition,
comprise of two major components - direct and indirect costs. Any company that
faces attrition bears both direct and indirect costs which lead to loss of revenue and
increase in the administrative costs. Tziner and Birati (1996) identified direct and
indirect costs associated with dysfunctional turnover and also suggested that such
cost be nonetheless included in the calculation of cost of attrition due to potential
contribution. The indirect costs of attrition are usually more difficult to measure and
have been defined in the research as a loss or reduction of productivity as well as
overtime work and compensation to the remaining employees. Cascio (2000)
suggested that the sum of training costs, separation costs, and replacement costs
represent the total direct cost of employee turnover. Despite the complexity in
quantifying costs, Hinkin and Tracey (2000) found that most managers they
interviewed were of the opinion that indirect costs of turnover were high and were
an important component of turnover. According to Ingersoll, (2001); NCTAF, (2002)
puts forth various costs of faculty attrition which have an impact on school
performance and community. Collins and Smith, (2006) state that more often than
not the cost of replacing employees, or other general costs are typically associated
with employees recruitment and training .Literature on financial costs relating to
attrition often focuses on employees within corporations (Cork, 2008; Dooney, 2005;
Rodgers, 2002) and not higher education According to O'Connel and Kung (2007)
there are three main components of turnover costs- recruitment cost, potential loss
of business and training and development cost. Mehta.S (2012) stated that exodus
of teachers is a costly phenomenon, both for the students, who lose the value of
being taught by an experienced teacher, and to the institute as they have to start
from the scratch. ACULTY RETENTION Buckley, Schneider, and Shang (2004)
suggested that spending money to improve facilities, which they identified as a
one-time expense, would have greater impact on teacher retention as pay
increases. Johnson et.al (2004) wanted opportunities for high-quality professional
development through new roles and responsibilities. Thus, professional
development, new roles, and career ladders were three potential ways to bolster
retention efforts. According to Ingersoll & Kralik, (2004), well-conceived, carefully
implemented, soundly supported, mentoring and induction showed to positively
affect the retention of teachers. Hausknecht (2008) listed major 12 retention
factors, they were: Job satisfaction, Extrinsic rewards, Constitution attachments,
Organizational commitment, Organizational prestige, Lack of alternatives,
Investments Perceptions about the length of service to the organization,
Advancement opportunities, Location, Organizational justice, Flexible work
arrangement, Non-work influences. According to Budhwar et al., (2009), services are
provided by people only and the success of a service organization depends on its
ability to attract and retain high quality employees. Rehman. S (2012) revealed that
more psychologically satisfied employees remain in organization and also help to
attract new talent pool and aid in developing the image of organization as an
employer of choice. ESEARCH DESIGN To fulfill first, second, third, and seventh
objectives four different questionnaires were developed and data was collected from
the 452 faculty members of autonomous and affiliated technical institutes. For
fulfilling fourth, fifth and sixth objective three different questionnaires were
developed and data was collected from the 55 Directors/HOD's of autonomous and
affiliated technical institutes. SAMPLE The lists of Technical Institutions having AICTE
(All India Council for Technical Education) approval in Delhi and NCR were procured
from the AICTE's website. The combined list had 284 institutions. This list was
considered for the sampling OCTOBER 2015 - MARCH 2016 VOL. 12 NO. 2 58
DIAS TECHNOLOGY REVIEW COST ANALYSIS OF FACULTY ATTRITION IN TECHNICAL
INSTITUTIONS: PROBLEMS AND REMEDIES C F R 59 frame as it is the most reliable
and authentic source of information. Elements of sampling were the faculty and
directors. The data was collected by contacting them personally. Questionnaires
were also sent through e-mails. For the Phase I and III, sample of 450 faculty was
targeted for which the questionnaires were filled from approximately 700 faculty
members, 452 questionnaires were found usable. Stratified systematic random
sampling was considered for the study. The sample distribution finally found was as
follows: OCTOBER 2015 - MARCH 2016 VOL. 12 NO. 2 DIAS TECHNOLOGY REVIEW
COST ANALYSIS OF FACULTY ATTRITION IN TECHNICAL INSTITUTIONS: PROBLEMS
AND REMEDIES Objective 1: Factors Motivating Faculty to join Technical Institutions
Exploratory factor analysis was applied to develop the measurement tool for
identifying factors motivating faculty to join technical institutions. The Kaiser-
Meyer-Olkin measure of sampling adequacy came out to be .677and the chi- square
value of Bartlett's Test of Sphericity was found to be significant (chi sq= 455.04,
p= .000). Cronbach alpha reliability was found to be .766. There were four
components which were named as Technical Institutions Affiliated Institutes (N=
339) AutonomousInstitutes (N= 113) Gender Males 116 61 Females 223 52 Age
Less than 25 Years 41 15 25-Less than 35 Years 209 43 35- Less Than 45 Years 72
46 45 years and above 17 9 Marital Status Married 250 100 Unmarried 89 13
Education Graduate 11 0 Qualification Post Graduate 186 42 Doctorate 44 20 NET
Qualified 86 44 Doctorate + NET 12 7 Current Assistant Professor 274 62
Designation Associate Professor 41 41 Professor 9 10 Posting Permanent/Regular
276 106 Temporary/Adhoc 47 6 Not Clearly Defined 16 1 Level Taught Only
Undergraduate 127 9 Only Postgraduate 48 74 Both 164 30 Years of Experience
Less than 2 Years 34 8 2- Less than 5 years 122 23 5- Less than 10 years 126 36
Greater than 10 Years 57 46 Pay Scale As per 6TH Pay Commission 155 34 As per
5TH Pay Commission 9 2 Consolidated 111 6 Management's Own Pay Scale 56 24
More than 6th Pay Commission 0 43 Less than 6th Pay Commission 8 4 Work Load
Less than 8 Hours 13 11 8-12 Hours 113 55 13-18 Hours 174 39 More than 18 Hours
39 8 *A sample of 55 Directors/HOD's was used for the Phase II survey. Tools: SPSS
17.0 versions and LISREL 9.1 version were employed for the analysis. Table
4.2.1:The Sample Distribution of Study Based on Responses of Faculty OCTOBER
2015 - MARCH 2016 VOL. 12 NO. 2 60 DIAS TECHNOLOGY REVIEW COST
ANALYSIS OF FACULTY ATTRITION IN TECHNICAL INSTITUTIONS: PROBLEMS AND
REMEDIES Institutional Factors, Individual Development Factors, Comfortable
Job and Greater Academic Freedom. This was followed by Confirmatory factor
analysis which resulted in identifying two broad factors leading to faculty motivators
for joining technical institutions. The first being Institutional Factors which
comprised of Status and prestige of the institution contributing 24% to motivation,
Supportive and approachable management contributing 40.6%, Better
infrastructure contribute 33.6% and comfortable working conditions contributing
43.6% to motivation of faculty to join a technical institution. The second being
Individual Development Factors which comprised of salary and other benefits
contributing 11.2%, greater growth opportunities contributing 43.6% and job
security contributing 46.6% to motivation of faculty to join a technical institution.
Further it was observed that a positive significant relationship existed between
certain potential factors like compensation, career advancement opportunities and
training and development activities and the motivation of faculty of faculty to join a
technical institute. Hence the first hypothesis of the study was accepted. Objective
2: To critically examine the potential factors affecting faculty turnover in the
technical institutions. Exploratory factor analysis was applied to develop the
measurement tool for identifying reasons for faculty to leave technical institutions.
The Kaiser- Meyer-Olkin measure of sampling adequacy came out to be .821 and the
chi- square value of Bartlett's Test of Sphericity was found to be significant (chi sq=
793.49, p= .000).Three components namely Individual Growth Factors,
Institutional Factors and Inconsistent Policies and Leadership were identified.
The cronbach alpha reliability test was found to be .880. Structural Equation
Modelling was applied to find out the critical factors leading to faculty leaving the
technical institutions. CFA generated two broad factors of Faculty turnover. The first
one was Individual Growth Factors defined by lack of job security, inconsistency in
pay and benefits, absence of continuous training and development opportunities,
better career opportunities elsewhere, and absence of adequate recognition. The
second broad factor was Inconsistent Policies and Leadership defined by frequent
leadership shifts and inconsistent institutional policies. Here Inconsistent
institutional policies contributed 98.7% to the reasons for faculty turnover, followed
by Inconsistency in Pay and Benefits contributing 61.6%, Lack of Job Security
contributing 44%, absence of Continuous Training and Development Opportunities,
Better Career Opportunities elsewhere, and Absence of Adequate Recognition
contributing 36.8%, 36.3% and 31.1% respectively while Frequent Leadership
Change contributing only 18% to reasons for faculty turnover. It was also found that
there was positive relationship between potential factors like compensation, career
advancement opportunities, training and development activities and the decision of
the faculty to leave a technical institution. Hence the second hypothesis was
accepted. Objective 3: To compare the reasons of faculty attrition in select technical
institutions. Multivariate Analysis of Variance was employed to undertake inter
institutional comparison for reasons identifying for faculty turnover. The Kaiser-
Meyer-Olkin measure of sampling adequacy came out to be .69. The chi- square
value of Bartlett's Test of Sphericity was found to be significant (chi sq= 73.77, p= .
000). The cronbach alpha reliability was found to be .66.The comparison was carried
out on the basis of demographic of faculty in select autonomous and affiliate
institutions. It was observed that faculty members from all age groups, both males
and females, married and unmarried, or posted permanent, or adhoc, working in
different departments and having different hours of workload in autonomous and
affiliate institutes did not differ in their perceptions about factors critical for
attrition. All of them consider lack of job security, inadequate pay and benefits, lack
of continuous training and development, better career opportunities, lack of
adequate recognition, inconsistent institutional policies, and frequent leadership
shift as equally important reasons to leave an institution. Professors significantly
differed from associate and assistant professors in their perception of individual
growth factors as a reason for attrition. Faculties teaching undergraduate courses
and post graduate course differed on their perception about individual growth
factors as a reason for attrition. Inconsistent policies and leadership was a
significant reason for attrition for faculties working in autonomous institutions as
compared to affiliating institutes. There was a significant difference amongst faculty
members with different education qualifications in their perception about
inconsistent policies and leadership leading to faculty attrition working in affiliating
and autonomous institutes. The faculties teaching undergraduate courses and post
graduate course differed on their perception about individual growth factors as a
reason for attrition. Faculty with less than 2 years of experience found individual
growth factors as a major reason leading to attrition while in affiliating institutes
faculty with higher experience found individual growth factors as a reason for
attrition. It revealed that there were differences in the reasons for faculty attrition in
the autonomous and affiliate technical institutes and the third hypothesis was not
accepted Objective 4: To study the relationship between faculty attrition and the
direct costs of the technical institutions. Exploratory factor analysis was applied to
develop the measurement tool for identifying factors of direct costs. The Kaiser-
Meyer-Olkin measure of sampling adequacy came out to be .69. The items were
clubbed into two components namely Recruitment and Development Costs and In-
house Recruitment Process Costs. Categorical regression was applied to see the
effect of attrition on direct costs. The first component 'Recruitment and
Development Costs' comprised of costs incurred on marketing through
advertisement in OCTOBER 2015 - MARCH 2016 61 VOL. 12 NO. 2 DIAS
TECHNOLOGY REVIEW COST ANALYSIS OF FACULTY ATTRITION IN TECHNICAL
INSTITUTIONS: PROBLEMS AND REMEDIES newspaper, television, online, faculty
referrals, hiring recruitment agencies, adjuncts, cost of training through FDPs,
refresher courses, time off task, mentoring/coaching costs, research support,
severance pay, encashment of earned leaves, gratuity, exit interview costs and
overtime costs for replacements. The second component was the 'In-house
Recruitment Process Costs' which was defined by internal paperwork costs,
application processing costs, cost incurred in identification of pool of candidates,
logistics and time spent in arranging interview (for both applicants and selection
committee), travel accommodation, virtual interview costs through teleconferencing
and video conferencing, honorarium to selection committee, salary negotiations.
Categorical regression was applied where the predictor variable was categorical and
the dependent variable was continuous. Four levels of attrition was considered, they
were less than 5%, 5%-less than 15%, 15%- less than 25% and greater than 25%.
The results showed that there was no significant effect of attrition rate on
recruitment cost, hiring cost, orientation and training cost, separation cost,
recruitment and development cost in any of cases. Effect was observed in the
attrition category greater than 25% which had significant negative effect on
interview process cost, professional development and ongoing support cost and in-
house recruitment process cost. Further, the attrition category greater than 25%
had significant negative effect on total direct cost. The study brought forth that
faculty attrition when more than 25% adversely affected the direct cost. The fourth
hypothesis of the study was accepted at 25% attrition rates. Objective 5:To explore
the impact of faculty attrition on the indirect costs of the technical institutions. The
Kaiser- Meyer-Olkin measure of sampling adequacy came out to be .68 with chi-
square value of Bartlett's Test of Sphericity to be significant (chi sq= 73.77, p= .
000). Both the items got clubbed on First component and was named as 'Indirect
Cost' with cronbach alpha.69. The component identified was 'Indirect Cost'
characterized by loss of intellectual capital, lower staff productivity, inability to
design new courses, inability of faculty for various activities leading to individual as
well as institutional growth due to lack of staff, sense of professional value, and
faculty motivation. Categorical regression and the results showed that there was no
significant effect of attrition rate on productivity cost. Attrition categories 15%-less
than 25 % had significant negative effect while greater than 25% attrition category
had significant positive effect on cost of morale. Category of attrition greater than
25% had significant positive effect on indirect cost and attrition category 15%-less
than 25 % had significant adverse effect on total indirect cost. The results indicated
that till the attrition rate of 15% to 25% the climate of the institute did not become
adverse to lower the productivity, motivation of students and faculty, intellectual
capital or professional value but when the attrition went more than 25%, it created
negativity in the climate leading to lower productivity, loss of motivation of students
and faculty, loss of intellectual capital, loss of productivity of faculty in terms of
lower participation in research, conferences, new curriculum development resulting
in diminishing sense of professional value. The study identified that the institutions'
indirect cost is adversely affected by when the faculty attrition is above 25%. Hence
the fifth hypothesis was significant at attrition rates of 25%. Objective 6: To examine
the effect of faculty attrition on the opportunity costs of the technical institutions.
The Kaiser- Meyer-Olkin measure of sampling adequacy came out to be .75 with chi-
square value of Bartlett's Test of Sphericity significant (chi sq = 83.73, p = .000). All
the items got clubbed on First component i.e. Opportunity Cost comprising of costs
incurred due to failure to start a new course, failure to offer specialized course, loss
of established market sector to competitors, loss of current and potential students
to competitors, loss of potential business/educational partnerships, loss of
faculty/adjuncts to competitors, loss of potential faculty/adjuncts, decrease in
student enrolment, faculty and staff recruitment, possible loss of accreditation or
grading by regulatory bodies, decrease in donations, contributions, and decrease in
sense of community was formed. The cronbach alpha reliability was found to be .83.
Categorical regression was applied to see the effect of attrition on opportunity
costs. It was observed that attrition category greater than 25% had a significant
positive effect on loss of business cost. This meant higher the attrition higher was
the loss of business costs. The cost of loss of business was below average in
institutes having low attrition rates while it was average in institutes with attrition
more than 25%. Attrition category greater than 25% had significant positive effect
on loss of faculty/adjuncts cost and loss of reputation cost It also had significant
positive effect on total opportunity cost. The total opportunity cost incurred by
institution with low attrition rates was average while the institutes having attrition
greater than 25% this cost was above average. The study also found that
opportunity cost was affected by faculty attrition when the attrition rate was above
25%. Hence the sixth hypothesis was accepted at above 25% attrition rates.
Objective 7:To assess the levels of satisfaction of faculties on the retention
strategies adopted in their respective technical institutions. The Kaiser- Meyer-Olkin
measure of sampling adequacy came out to be .862 with the chi- square value of
Bartlett's Test of Sphericity significant (chi sq= 1171.00, p= .000). The items were
clubbed under three components namely, Career and Self Development
Opportunities, Innovative and Supportive Work Environment and Robust HR
Policies. The cronbach alpha reliability was found to be .913. Further Multiple
OCTOBER 2015 - MARCH 2016 VOL. 12 NO. 2 62 DIAS TECHNOLOGY REVIEW
COST ANALYSIS OF FACULTY ATTRITION IN TECHNICAL INSTITUTIONS: PROBLEMS
AND REMEDIES Regression Analysis was applied to see the effect of retention
strategies on job satisfaction of faculty from various institutes. It was revealed that
retention strategies lead to 30.8% change in satisfaction of overall sample. All the
three retention strategies i.e. career and self development opportunities, innovative
and supportive work environment, and robust HR policies contribute significantly to
satisfaction of the faculties working in autonomous and affiliating institutes while
they lead to 37.5% change in faculty satisfaction in case of faculty teaching in
affiliating institutes. All the three retention strategies i.e. career and self
development opportunities, innovative and supportive work environment, and
robust HR policies contribute significantly to job satisfaction of the faculties working
in affiliating institutes while none of the three retention strategies i.e. career and
self development opportunities, innovative and supportive work environment, and
robust HR policies contribute significantly towards the satisfaction levels of the
faculties working in autonomous institutes. The study brought forth a positive
relationship between retention strategies and satisfaction of the faculty. Hence the
seventh hypothesis was accepted. ONCLUSION With an ever increasing number of
institutions, faculty has become a prized possession and their attraction and
retention has turned into a herculean task for the institutions too. The study
revealed that Individual Development Factors outweigh the Institutional Factors as
Critical motivators to join the technical institutes, whereas Individual Growth factors
outweigh the Inconsistent Institutional Policies for causing faculty attrition. When
both the phenomenon were viewed together, it is found that faculty joins the
Technical Institution with a hope of Individual Development, but when their
expectations do not match with the reality, they depart resulting in the institution
incurring a cost. It is further observed that all the costs i.e. direct, indirect and
opportunity costs were adversely affected when the faculty attrition was greater
than 25%. The costs have a far reaching affect on the institutions both in the short
terms and long term too. Hence it becomes imperative for the management of the
institutions to focus on their faculty as their retention will aid the institutions in
building a better image and also increase the ability to attract better students.
Institutions who invest in their faculty reap the benefits while those who do not
value their faculty incur costs on a continuous basis and institutions become
....revolving doors. The motto of institutions in this age of high competition should
be Keep your faculty happy lest you lose them to your competitors and be reduced
to training grounds for others institutions.

ORGANIZATIONAL COMMITMENT: AN EMPIRICAL INVESTIGATION AMONG

ENGINEERING FACULTY P Srivalli Research Scholar, Sri Padmavathi Mahila
Visvavidyalayam, Tirupathi, AP., Email: kotasrivalli87@gmail.com Dr. B.
Vijayalakshmi, Professor of Management, Sri Padmavathi Mahila Visvavidyalayam,
Tirupathi, AP., Email:rajendraw2k@yahoo.co.in Dr Kota Neela Mani Kanta Asst
professor, Vikrama Simhapuri University, Nellore, Andhra Pradesh Email:
kotamani2003@yahoo.co.in ABSTRACT The study observed a phenomenon of
deteriorating standards of engineering education in Andhra Pradesh. It is well known
fact that committed faculty plays significant role in success of educational
institutions in delivering quality education comparatively to other resources. This
study is sought to understand the commitment levels among the faculty members
working at engineering colleges in Nellore, Andhra Pradesh. The study follows
descriptive research design to describe the commitment levels across the various
demographic groups. The study adopts convenience sampling method for
administering the structured questionnaire among the sample. The major findings of
the study is, commitment levels of the faculty is low across various faculty groups
especially high in the case of young and women faculty. The study suggests
management of engineering colleges need to relook into their policies and
procedures, so that faculties are motivated and work committed. Key Words:
Organizational Commitment, Engineering faculty, Demographical factors
INTRODUCTION In the midst of prolonged economic recession and increased global
competition, todays colleges and universities are facing ever-greater scrutiny
regarding their efficacy as well as concerns about their ability to educate a highly
diverse population. Faculty members central figures in the enterprise of higher
education are thus dealing with public inquiries into their productivity, rigor, and
contributions to the nations economic and intellectual vitality, while at the same
time, coping with reduced public funding and assuming larger academic workloads.
Vidyaniketan Journal of Management and Research Volume No. 4 (1), June 2016
ISSN: 2320-3951 145 As a consequence, faculty have reported professional
isolation, higher levels of occupational stress, and diminished levels of job
satisfaction and retention. Under current economic and demographic conditions,
faculty members will be expected to provide greater levels of accountability
regarding their teaching and research efforts and also be asked to address the
needs of a more diverse and globalized society. Hence it is important to understand
various employee and Organizational factors that contribute to Teaching
Effectiveness India is a developing country with a strong focus on improving its
educational system because the quality of life depends on the quality of its
educational system. Indian leaders support the idea that no country can meet the
social and economic challenges of the 21st century without improving the quality of
its educational system. Most importantly, the educational system at the higher
education level of a country plays a critical role in shaping the human capital of a
nation. Organizational Commitment is important because it concentrates on the
extent to which employees identify with organizational goals, value organizational
membership, and intend to work hard to attain the overall organizational mission.
In recent decades, Organizational commitment has been felt important by all types
of organizations. The organization has to formulate practices that can inculcate
commitment in employees. Committed faculties are important because they join
and remain in the institution for long period of time. Further they design new study
materials for students; new and innovative techniques in teaching; build, asses and
design new academic programs; maintain high levels of academic standards;
participate in academic decision making and work closely and actively with their
students. Consequently the study assumes Vidyaniketan Journal of Management
and Research Volume No. 4 (1), June 2016 ISSN: 2320-3951 146 Organizational
Commitment is one among various factors contributes to Teaching Effectiveness.
Organizational commitment is one of the most significant work attitudes in the
study of management and organizational behavior according to Allen et al (1990).
Organizational commitment is how a loyal the employee feels to the organization
(Mueller, 1999), (Wallace, 1995), and (Price, 1997). In the past three decades, there
had been substantial research conducted that proved organizational commitment to
have significant relationship to the various consequences and antecedents. The
major antecedents of commitment are observed to be Organizational culture,
environment and Organizational support. The consequences of Organizational
commitment are loyalty towards organization, work efficiency, low attrition and
positive attitude of faculty. The study has observed a phenomenon of deteriorating
quality education in engineering colleges of Andhra Pradesh, one of the reasons
could be the faculty. Further the faculty average service in a particular institution is
decreasing, if the turnover is more it can be assumed that faculty are having low
commitment levels. It is known fact that faculty members are the important pillar in
sustainable growth of quality education. However, there seems to be a paucity of
research focusing on commitment levels among engineering faculty. Hence this
study is sought to understand the levels of commitment among various
demographic groups of engineering faculty. LITERATURE REVIEW There are various
definitions of organizational commitment as stated by different researchers.
According to Becker, Randal and Riegel (1995), organizational commitment is
multidimensional in nature. Committed employees will have a stronger desire to
remain as a member of his Vidyaniketan Journal of Management and Research
Volume No. 4 (1), June 2016 ISSN: 2320-3951 147 organization. In addition, the
employees would be satisfying to put significant effort addicted to their job on
behalf of the organization. Furthermore, they will agree with the values and goals of
the organization (Becker et al., 1995). Meyer and Allen (1987) developed a model in
which commitment was categorized into three approaches: affective, continuance
and normative commitment. They provide groundwork evidence that affective,
continuance and normative components of attitudinal commitment are conceptually
and empirically separate. The meaning and concepts of all the three dimensions or
mechanism of organizational commitment did not overlie with each other and all
three components were measured constantly. Further study by Meyer and Allen
(1991) broadened the perspective of organizational commitment through the
componential model. They suggest that organizational commitment should be
conceptualized as a psychological state that is concerned about how individual feel
about their organizational engagement and the desire to continue to remain with
the organization (Meyer & Allen, 1997). One of the dimensions of organizational
commitment is affective commitment and is defined as an employees desire to be
emotionally attached to the identification with and involvement in the organization
(Allen and Meyer, 1990; Meyer & Allen, 1997). Employees who have strong affective
commitment will be more likely and happier to remain in the organization because
they want to. An additional dimension is prolongation commitment and it is defined
as the employees consciousness for recognition of the benefits of ongoing to
remain in the organization versus the perceived cost of exit the organization (Allen
& Meyer, 1990; Meyer & Allen, 1991). According to Chan (2003), employees with
high continuation Vidyaniketan Journal of Management and Research Volume No. 4
(1), June 2016 ISSN: 2320-3951 148 commitment are more likely to stay in the
organization. Suppose the cost of leaving is much lower than improvement of
continued stay with the organization, employees will tend to depart the organization
for the reason that there is low commitment. In conclusion, the aspect of normative
commitment is outcome of an employees feeling of obligation. Even when the
employee is under the pressure to leave the organization, still feel the strong need
to continue working for the organization. The decision made by the employee
whether to stay or depart the organization is based on his/her individual integrity.
Individual employees with higher normative commitment usually will be more
probable to remain at the organization (Meyer & Allen, 1991). The importance of
employee commitment to organization is discussed in organizational literature e.g.
(Allen, 1990) (Mowday., 1979). Research suggests that organizational commitment
is a multifaceted. It is found in the literature regarding the commitment of corporate
employees (Agarwala, 2003) (Kanter, 1977) (Wahn, 1998) manufacturing workers
(Allen & Meyer, 1990), service workers (Testa, 2001), police personnel bank
employees (Benkhoff, 1997) and (Mowday. P. L., 1974; Lee, 1971), retail
management trainees, hospital employees, and mental health workers (Nikolaou,
2002), and university employees Commitment of employees have been studied
internationally including Hong Kong (Ngo, 1998), Australia, Japan and the Middle
East. Regardless of the work setting, research has been conducted to understand
both antecedents and consequences of organizational commitment. Several studies
tried to explain the conditions that are conducive with employee commitment.
Further in contrast several studies is been conducted to investigate the
consequences of Organizational commitment, were Vidyaniketan Journal of
Management and Research Volume No. 4 (1), June 2016 ISSN: 2320-3951 149
Organizational commitment is considered as independent variables to predict the
potential outcomes (Meyer, 1997). It is observed from the literature, Mowday et al
(1982) have analyzed rich collection of findings related to both antecedents and
consequences of organizational commitment. The study found four antecedents of
organizational commitment: personal, role-related, structural, and work experience.
Muath Eleswed, Sep 2013 conducted a study on demographcial varaibles likewise
gender, age, years of experience, education level, and position type influence on job
satisfaction and organizational commitment. The study was conducted in a private
financial institution in the Kingdom of Bahrain. The study revealed that level of job
satisfaction and organizational commitment varied among demographics key
variables (Muath Eleswed, Sep 2013). RESEARCH METHODOLOGY TYPE OF THE
STUDY The objective of this study is to understand the levels of commitment among
various demographic groups of engineering faculty. The study is descriptive in
nature, since the study examines and describes the influence of demographical
factors on Organizational Commitment. Demographical factors likewise, Age,
Gender, Education Qualification and Year of Experience are considered as
independent variables and Organizational commitment as dependent variable. This
study is conducted among the faculty members of engineering colleges in Nellore
Dist of Andhra Pradesh. The study collected primary data through self administered
questionnaire. SAMPLE DESIGN The study follows non-probabilistic; Convenience
sampling technique. The study has collected information from 120 faculty members
from Engineering Colleges Vidyaniketan Journal of Management and Research
Volume No. 4 (1), June 2016 ISSN: 2320-3951 150 situated in Nellore District of
Andhra Pradesh. DATA COLLECTION The study collects primary data through well
structured questionnaire administered to faculty in engineering colleges. The
questionnaire consists of two sections, in the first section, questions were asked to
measure demographic factors like Age Group, Gender, Year of Experience and
Qualification. In the second section, the questions related to Organizational
commitment. The respondents were asked to rate on 5-point Likert scale from
strongly agree to strongly disagree. The items adopted to measure
Organizational commitment are: I would be happy to work at my organization until
I retire, working at my organization has a great deal of personal meaning to me,
I really feel that problems faced by my organization are also my problems, I feel
personally attached to my work organization, I am proud to tell others I work at
my organization and I feel a strong sense of belonging to my organization.
VARIABLES STUDIED The study focuses on demographic variables likewise Age
Group, Gender, Year of Experience, and Qualification. Further, the study examines
the Organizational Commitment among engineering college faculty. HYPOTHESIS
DEVELOPMENT H0 1: There is no significant difference in levels of Organizational
commitment among men and women faculty. H0 2: There is no significant difference
in levels of Organizational commitment among various age groups. H0 3: Higher the
experience of faculty has no greater commitment levels H0 4: Higher the education
qualification has no greater commitment levels. Vidyaniketan Journal of
Management and Research Volume No. 4 (1), June 2016 ISSN: 2320-3951 151
Statistical tools Analysis of Variance and Independent sample t-test was employed
using SPSS 16.0 to analyze the direction and levels of commitment towards the
organization among the diverse groups of faculty. DATA ANALYSIS The following
Table 1 explains the statistic details of demographic factors like Age Group, Gender,
Year of Experience, Qualification and Designation. It is observed from the data,
there are 54 (45%) of respondents are in the age groups of 25-30 years, 39(32.5%)
of 31-40 Years, 15(12.5%), 8(6.6%) and 4(3.3%) of years. The sample comprised
74(61.6%) male and 46 (38.3%) female faculty. Around 63(52.5%) faculty members
have 0-5 Years of Experience, 30(25%) faculty have 6-10 Years, 17(14%) faculty
have 11-15 Years, 7(5.8%) faculty have 15-20 Years and 3(2.5%) faculty have 20
and above years of experience. Around 16 (13.3%) faculty have graduation degree,
62(51.6%) have Post Graduation, 25(20.8%) faculty have NET/SLET. 10 (8.33%)
have M. Phil and 7(5.8%) faculty have PhD degree. 76(63.3%) faculty are
Independent Variable Research Model Dependent Variable Vidyaniketan Journal of
Management and Research Volume No. 4 (1), June 2016 ISSN: 2320-3951 152
Assistant Professor, 19(15.8%) faculty are Associate Professor, 15(12.5%) faculty
are Professor and 10(8.3%) faculty have other designation like visiting and guest
faculty. Weighted means and Cronbachs alpha of Organizational Commitment is
analyzed. Cronbachs alpha is concerned with the degree of interrelatedness among
the set of items designed to measure a single construct. The Cronbachs Alpha for
Organizational commitment is resulted as 0.68, above the standard norms. The
weighted mean score of Organizational commitment is found to be 2.8, is
interpreted as marginally low commitment towards their organizations. Analysis of
commitment levels among Men and Women faculty The study analyzes the variance
in commitment levels among men and women. In order to obtain the appropriate
results, Independent sample t-test is employed. The grouping variable is gender and
the dependent variable is level of commitment. The results are been depicted in the
Table 2. It is observed from the table that there is significant difference in
commitment levels of men and women faculty (F = 32.4, p < 0.012). It can also be
observed from the table that men have more commitment levels when comparative
to women. Hence, Hypothesis 1 there is significant difference in levels of
Organizational commitment among men and women faculty is been accepted.
Analysis of Age Group and Organizational Commitment In this section the study
analyze the variance in commitment levels among age groups. The study divides
the faculty members into five groups based on age, Likewise 25-30 Years, 31-40
Years, 41-50 Years, 51-60 Years and 60 and Above Years. The study employed
Analysis of Variance, were age group is taken as grouping variable and
Organizational commitment as dependent Vidyaniketan Journal of Management and
Research Volume No. 4 (1), June 2016 ISSN: 2320-3951 153 variable. The results of
the data analysis are tabulated in Table 3. It is observed from the table 3 that there
is a significance difference in commitment levels among various age groups.
(F=23.6, p < 0.05). Hence the Null Hypothesis is rejected and alternative hypothesis
2 is accepted. It can be observed from the table that young faculty have low
commitment levels when compared to older faculty. Analysis of Commitment levels
with respective to Year of Experience The study analysis the commitment levels
among the faculty by grouping based on years of experience. To analyze the data
Analysis of Variance is been employed with Year of Experience as Grouping variable
and Commitment as dependent variable. The results are been tabulated in Table 4.
It can be observed from the table 4 that there is significant difference in
commitment levels among the faculty members with difference years of experience
(F=18.4, p < 0.05). Hence the Null Hypothesis 3 is rejected and alternative
Hypothesis 3 is accepted. It can be observed that high experienced faculty have
greater commitment levels comparatively. Analysis of Commitment levels of faculty
based Qualifications In this section, the study analysis the commitment levels of
faculty based on their education levels of the faculty. To obtain the appropriate
results Analysis of Variance is been employed, education qualification is taken as
grouping variable and commitment levels as dependent variable. The results are
been tabulated in Table 5. It is observed form the table 5 it can be understood that
there is no significant difference in commitment levels of faculty among diverse
educational groups. Hence null Hypothesis 4 is accepted and alternative Hypothesis
4 is been rejected. DISCUSSION Vidyaniketan Journal of Management and Research
Volume No. 4 (1), June 2016 ISSN: 2320-3951 154 The study finds significant
difference in Organizational Commitment among diverse groups based on gender,
Age and year of experience of engineering college faculty. The results were similar
to the study conducted by Muath Eleswed, Sep 2013. The study was conducted at
private financial institution in the Kingdom of Bahrain. The results confirmed that
the level of job satisfaction and organizational commitment varied among Gender,
Age, Year of exeperience and Qualification. Further Alshitri, 2013 has conducted
similar studies on R&D exuctives of Public Organizations, the study found similar
findings among employees.Hamad (2013) has conducted similar studies in context
of faculty of Higher educational institutions found similar difference in organisaitonal
commitment among diverse groups of faculty. Inline with the previous studies it is
observed that there is no statistical difference of mean scores of Organizational
Commitment among men and women faculty. The study opines men and women are
exhibiting similar commitment levels towards their organization. Hence it can be
understood that there is no gender influence on Organizational Commitment. There
is no statistical evidence that diverse age groups have different levels of
commitment. The study opines younger and older age group faculties have same
levels of Organizational commitment. It is observed from the study that faculty in
diverse experience groups have similar levels of commitment. However the study
finds higher qualification faculty exhibited greater levels of commitment towards
organization. Faculty with higher qualification might have greater knowledge and
expertise is the reason to exhibit greater commitment. Further the study finds
faculty working in diverse designations has same levels of commitment towards
organization. Vidyaniketan Journal of Management and Research Volume No. 4 (1),
June 2016 ISSN: 2320-3951 155 LIMITATION OF THE STUDY The limitations of the
study are discussed in following section. First, the sample size was small; therefore,
these findings may not be representative of the whole population from which they
are drawn and may not be generalized to other populations. The study is limited to
employee and Organizational factors like Job Satisfaction, Organizational
Commitment, Employee Engagement, Organizational Citizenship Behavior,
Organizational Politics, Support, Student Engagement and Teaching Effectiveness.
The study is limited to geographical region of Andhra Pradesh; the results might be
different in other regions. The study is limited to private engineering colleges; the
findings of the present study may differ, if the same study is conducted at other
kind of colleges like Government and Aided colleges. Replicating the study with a
diverse demographic composition has the potential to uncover data that supports or
contradicts the findings of this study. FUTURE RESEARCH The study is conducted
among the faculty of engineering colleges present in Nellore District; future studies
should extend to conduct similar studies in other districts of Andhra Pradesh. Future
studies can focus on understanding Organizational Commitment among faculty
belonging to other disciplines like MBA, MCA, Law, Medicine, Traditional degree and
etc.,. Future studies need to understand other behavioral and attitudinal variables of
faculty like Organizational Citizenship Behavior, Employee Engagement, Job
Satisfaction, Exit Intention and likewise CONCLUSION The study is been sought to
understand the commitment levels of engineering faculty based on demographic
factors like age group, gender, year of experience and educational qualifications.
Understanding Vidyaniketan Journal of Management and Research Volume No. 4 (1),
June 2016 ISSN: 2320-3951 156 the levels of commitment by the management
helps to enhance the policy and procedures for creating environment and culture
conducive to improve commitment among faculty. Since greater the commitment
levels higher will be the efficiency of organization; can add to the competitive
advantage. It is observed that men have higher commitment levels comparatively
to women faculty. Further higher age group has exhibited higher commitment
levels. However the overall commitment levels of engineering faculty is weaker.
Hence the managements of engineering colleges need to take precautionary action
to design their policy and procedures in treating their faculty, to show commitment
towards organization. Otherwise the engineering colleges may face acute problem
of retaining committed faculty. The future research can focus on other behavioral
variables like, employee engagement organization citizenship behavior. Future
studies need to focus on analyzing human resource issues in untouched context of
educational institution. REFERENCES 1. Agarwala, T. (2003), Innovative Human
Resource Practices and Organizational Commitment: An Empirical Investigation,
International Journal of Human Resource Management, 175-197. 2. Allen, N. J., &
Meyer, J. P. (1990), The Measurement and Antecedents of Affective, Continuance
and Normative Commitment to the Organization, Journal of Occupational
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1079-1089. ANNEXURES - ANALYSIS TABLES Table 1: Descriptive Statistics of
Demographic factors of Faculty (N=120) SL. No Demographic Factors Number of
Respondents Percentage 1 Age Group 25-30 Years 54 45 31-40 Years 39 32.5 41-50
Years 15 12.5 51-60 Years 8 6.6 60 and Above Years 4 3.3 2 Gender Male 74 61.6
Female 46 38.3 3 Year of Experience 0-5 Years 63 52.5 6-10 Years 30 25 11-15 Years
17 14 15-20 Years 7 5.8 20 and above Years 3 2.5 4 Qualification Graduation 16 13.3
Post Graduation 62 51.6 NET/SLET(CSIR) 25 20.8 M. Phil 10 8.33 Ph. D 7 5.8 5
Designation Assistant Professor 76 63.3 Associate Professor 19 15.8 Professor 15
12.5 Others 10 8.33 Table 2: Analysis of Commitment levels among Men and Women
faculty Vidyaniketan Journal of Management and Research Volume No. 4 (1), June
2016 ISSN: 2320-3951 160 SL. No Gender No of Respondents Weighted Mean Scores
of Organizational Commitment F ration and pvalue (Sig) 1 Men 74 2.90 32.4 and
0.012 2 Women 46 2.65 Source: Analysis of Tabulated data Sig at p < 0.05 Table 4:
Analysis of Commitment levels with respective to Year of Experience SL. No Year of
Experience (In Years) No of Respondents Weighted Mean Scores of Organizational
Commitment F ration and pvalue (Sig) 1 0-5 63 1.9 18.4 and 0.01 2 6-10 30 2.5 3
11-15 17 2.8 4 15-20 7 3.1 5 20 and above 3 3.4 Source: Analysis of Tabulated data
Sig at p