Abstract
This research project explores conceptualization, implementation, and perceptions of talent development for academic staff as a case study of an international university. We have adopted an exploratory qualitative case study design and conducted 27 semi-structured interviews with senior management, HR managers, heads of departments, and academics to see the multilevel perspectives and elaborate on the planning, policies and procedures, practices, challenges, and perceptions. Additionally, we received documents such as policies and procedures on staff development.
Talent is conceptualized as inclusive practice, highlighting a blend of teaching and research capabilities developed through hard work and self-directed learning, visible in results and benefits to the organisation. The emerging themes for the university’s senior managers discussed experiential growth of academics and the university’s business approach toward talent development. Senior managers highlighted the business acumen of top management to run the international university business model and safeguard the efficiency of the processes, including academic staff development.
Talent development is viewed as unorganised practice with a challenge of workload model combining teaching and research underpinned by the developmental nature of the job. We found a lack of trial and execution of the staff development policy, although it existed on the paper approved by the university’s executive team. The emerging challenges of talent development fragmentation led to the observation of non-inclusivity and favoritism in the practices of research support and talent development-related activities that required funding from the university. Academics observed the cases and experienced deviant behaviors such as employee silence and destructive voice behavior. Employees preferred to hold back in feedback and noted management’s resistance to listening and accepting feedback or comments on employee development support schemes.
The research results illustrate the paradoxical nature of an institution serving as infrastructure for development from one side, as there is a value in skills enhancement via teaching and research work. However, with experience, the learning value from a job is perceived as a routine and becomes static. There is a need for a university-installed talent development policy, processes, and framework to address fragmented actual talent development practices.