Shareena P.

Type of the article: Research Article

In the rapidly evolving digital landscape, faculty members in higher education face rising issues linked to digital fatigue. The present study investigates the impact of Digital Fatigue and Psychological Safety on Faculty Retention, examining the mediating role of Employee Advocacy Behavior and the moderating effect of Green HR Practices. A survey was conducted using a structured questionnaire during the period January-February 2025, collecting 454 responses from faculty members of private higher education institutions offering undergraduate and postgraduate programs in the educational hub of Southern Karnataka state, India. These “emerging clusters” were chosen because they have increased digitization, internet penetration, and a strong cultural legacy, all of which are expected to drive faculties away from traditional teaching methods. The mediation and moderation were analyzed utilizing confirmatory factor analysis (CFA) to check the model fit and Structural Equation Modelling (SEM) to test hypothetical relationships. The study reveals that Digital Fatigue affects Employee Advocacy and Faculty Retention, while Psychological Safety enhances both (β = 0.475; β = 0.238). Employee Advocacy mediates these effects, strengthening retention outcomes. Further, Green HR Practices significantly enhance retention (β = 0.444) and moderate the effects of Digital Fatigue (β = 0.188) and Psychological Safety (β = 0.224), highlighting their role in mitigating fatigue and strengthening institutional commitment. This study highlights the importance of policymakers and institutional leaders to position faculty retention as a strategic priority and thereby ensure educators receive the necessary support to thrive in an ever-advancing digital existence with high expectations.

Type of the article: Research Article

In a rapidly evolving digital landscape, higher education institutions face increasing challenges in faculty retention. The study analyzes the impact of Student Initiatives, Mentorship, Advocacy, and Collaboration on faculty intention to stay through the mediation of faculty satisfaction. The research process began with an exhaustive review of existing literature and the development of a structured questionnaire using a quantitative approach. A further survey was undertaken by collecting 390 responses from faculty members working in higher education institutions in Karnataka, India. The mediation was analyzed utilizing confirmatory factor analysis (CFA) to check the model fit and Structural Equation Modelling (SEM) to test hypothetical relationships. Results revealed significant direct effects of Student-Led Peer Mentorship, Advocacy Groups, Student Initiatives, and Collaborative Learning on faculty satisfaction. These constructs also significantly predicted faculty retention, both directly and through the mediating effect of faculty satisfaction. Faculty satisfaction mediated these relationships, with the strongest total effect for advocacy groups (β = .537). While collaborative learning had a strong direct effect (β = .347), its mediated impact was comparatively weaker (β = .082). This study highlights that institutions that recognize and value the connection between student engagement and faculty engagement are poised to develop a strong academic community. The practical significance of the current study is considerable for institutional decision-makers and academic leaders. Institutions should not rely on just extrinsic rewards, such as salary or tenure, to be able to develop their faculties, but rather should intentionally develop a participative academic culture.

Acknowledgment
The authors acknowledge financial support for the Article Processing Charges (APC) from Yenepoya (Deemed to be University).