Abstract

The five key groups that are traditionally associated with institutions of higher education— a group made up of people from many walks of life (current students, grads, teachers, and employers) who have a vested interest in —are all present in a typical institution of this type. As the faculty members play a critical and backbone part in the process of creating a highly respected academic institution, the rest of the constituents’ expectations are wholly dependent on them. Students receive the education and training they need to meet the demands of the market from the members of the teaching staff. It is possible for any institution of higher education to suffer significant reputational damage and fail to meet the demands of the market if it lets go of faculty members who are knowledgeable, professional, and enthusiastic about their work. In this study, we investigate the various criteria and elements that play a role in determining whether a school or higher education institution is successful in keeping its teaching personnel. After that, these criteria are analyzed against the criteria data of “faculty” and “Institutional support” at Institutions were evaluated for their impact by the Accreditation Board for Engineering and Technology (ABET). Study results show that few teachers have left their positions because of the larger student body or the loss of tenure protections. Most schools also value keeping their teachers happy by reducing the amount of hours they have to teach each week, which translates to fewer lecture hours for students encourage them to engage in research within the institution. This research looked at a total of 737 faculty members from 27 different institutes, and it found that just 0.54% of those academic members had departed ABET-accredited universities.

Keywords: Accreditation Board for Engineering and Technology, Teaching Staff, Recruiting, Sustaining, Higher Education