Chapter 9

Talent Management Practices A Trajectory

and Ingenuity in Higher Education Institutions:
A Meta-analysis Review of Literature

Farooq Miiro and Azam Otham

Abstract The purpose of the article is to identify talent management practices in

higher educational institutions. Meta-analysis literature review was undertaken in
order to evaluate the role of talent management in successful attainment of institu-
tional staff quality performance. Through literature review, it was found out that
talent management has its share in modern organisational human resource manage-
ment practices. The study revealed that human resource undoubtedly is an unpre-
dictable resource with multi-coloured responses and attributes towards work; if
these attributes are truly discovered, developed and utilised well, then they defi-
nitely have an added value on institutional total quality services. The paper also
contended that there is a need to investigate its true practice currently embarked on
in operations so as to find a suitable theory for the subject and its implication for
organisational transformation and excellence.

9.1 Introduction

With the globalisation trends and the influence of post-modern knowledge econ-
omy that have been engulfing and merging the world into one village, human
life has become unstable and unpredictable. Every day, the world experiences
new dimensions and forces that call for swiftness in human resource manage-
ment from the known traditional approach to organisational elites. These forces
whose clear direction is not well defined surface in human life with unclear

F. Miiro (*)
Islamic University in Uganda, Mbale, Uganda
International Islamic University Malaysia, Kuala Lumpur, Malaysia
e-mail: [email protected]
A. Otham
International Islamic University Malaysia, Kuala Lumpur, Malaysia

© Springer International Publishing AG, part of Springer Nature 2018 111

Ş. Ş. Erçetin (ed.), Chaos, Complexity and Leadership 2016, Springer
Proceedings in Complexity, https://doi.org/10.1007/978-3-319-64554-4_9
112 F. Miiro and A. Otham

ways through which these turbulent moments in the society should be addressed,
for example, conflicts, climate changes, health and water management, to men-
tion but a few.
Moreover, when such issues arise, normally the ball is thrown to higher educa-
tion institutions to find means through which sanity can be restored in the society
with respect to human rights. These paradigm shifts cut across both developed
and developing countries. Thus, to find a suitable and sustainable culture of the
present generations and the future, the education system has begun to realise the
need for talented human resources who are agile, privy and astute in nature with
an aim of addressing the millennial demands using higher education as a tool for
real-life solutions (Sahney et al. 2004). The complex and heterogeneous world
that calls for massification and internationalisation of higher education institu-
tions can be attributed to technological hastening and global village that demand
for intellectual stature.
Looking at the above given explanations, there is no doubt that the only way
to address global work force sustainability growth in higher education institu-
tions is through talent management practices. This is because the way of think-
ing among institutional leaders to survive in this global era is far different from
yesterday in terms of capacity building and the knowledge economy issues. It is
equally important to note that the well-trained and skilled staff are the only piv-
otal point that can be able to produce graduates with vast knowledge. The glo-
balisation goals and education standards require a flexible human intellect that
can easily handle dynamism and millennial issues through quick and adjustable
decision-making implementation (Fraynas et al. 2006; Barsade and Donald
2007).
However, the issue of finding and grooming talented human resources is still an
enormous challenge faced by higher education institutions due to the fact that there
are two paradoxical situations experienced (Iqbal et al. 2013). There is worldwide
surplus of talented human resources but with a shortage at local institution level.
This is still worsened by the scarcity of talented young people and abundance of
aged people within the education arena. For instance, many universities have more
than enough qualified staff, whereas others are understaffed with fewer specialists
to boost the institution’s corporate image and governance.
That notwithstanding, nowadays, universities are still lagging behind in terms of
attracting young people who are talented and skilled. This is attributed to the nature
of their life whereby the young graduates are harder to locate and nurture, fragile,
too demanding and easier to dissipate and lose (Hernaus 2008). Other studies so far
done posit that global companies and multinational firms virtually have no sufficient
talent and potential employees to drive their aspirations and strategies ahead (Ready
and Conger 2007; Bjorkman et al. 2012). Thus, it is against this background that the
paper aims to analyse previous studies’ findings on the same matter to establish the
role of talent management practices towards higher education transformation so as
to compete in the global economy.
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 113

9.2  hat is Talent Management Practices (TMP)

W
and Its Challenges?

The tempestuous world and its continuous influences appear to suggest changes in
beliefs, attitudes and institutional psychology demonstrating that there is a need for
transfiguring them so as to cater for concerns of total quality management within
higher education institutions (HEIs). However, this point of view looks not to be
achievable without talented staff who can cater for curriculum redesigning and
quality services. This is because the nature of past university with its traditional
approaches towards staff development and its performance cannot possibly with-
stand the challenges of the Internet that students face in this century and the future
generations to come (Scott 2000). In order to play a leading role in addressing trans-
formation challenges, HEIs must reflect on the current situations in the world as a
basis to underpin the promise of every child and the generations to come.
Today’s generation demands require masses to be holistic and well-developed in
terms of critical thinking, communication, innovation, problem solving, entrepre-
neurship and teamwork so as to fit in a mobile, diverse and non-boundaries culture
and place (Al-Atari and Rosnani 2015; Schuler et al. 2011; Scullion et al. 2010;
Stahl et al. 2012). As a result, many higher education institutions have moved from
the traditional way of managing university business to new direction of focusing on
talent management in order to cater for both institutional and stakeholder’s interests
(Collings et al. 2009; Garavan et al. 2012; Vaiman et al. 2012).
The issue of talent management can be traced way back to old days of 1865
(Simonton 2011); however as time went on, changes and demands of different styles
in organisational management came into existence questing for improved services
towards workforce reward management. The terminology has also been affected
with the changes of the time to fit the broader meaning of what should entail human
resources towards revamping organisational performance and image. Talent man-
agement is a new phenomenon in the field of millennial human management and
education. The aim is to ensure that educational institutions remain relevant to out-
compete their sister institutions in the world market through skilled staff that can
uphold succession, career planning and growth of both human resources and the
institution (Afiouni 2009; Allen 2004; Cappelli 2008).
The study done in the early 1990s, by McKinsey termed as “war on talent”,
brought new life and face in the field of managing employee shortages towards
competitive advantage, organisation excellence and sustainability (Ingham 2006;
Tarique and Schuler 2010), thus resulting into several phrases coined from the tra-
ditional human resource management systems so as to retain and cut shortages of
employees for future quality sustainability. For instance, terms like talent acquisi-
tion, retention and management, attraction and development were all brought on
board, hence leading to global talent management outcry so as to enhance organisa-
tional transformation of employee concerns in order to fit in the competitive knowl-
edge economy and changes in the world market.
114 F. Miiro and A. Otham

Talent management is all about planning, recruiting and developing systematic

ways through which employee training and career growth can be enhanced and
sustained towards achievement of educational institutional goals (Othman and
Sumardi 2009). The reason behind these constraining efforts by an institutional
leadership is to ensure that the mission and vision of the institution is realised
through applicability and flexibility to address global challenges (Annakis 2014).
The excellence of higher education institutions can be observed through rebranding
and reshaping the economic transformation of a nation through inventory of new
academic programmes, research and facilities that attract internationalisation
(Isahak 2007).
As stated above, the term talent management practices is still in its early stages
with no clear-cut boundaries of what should entail. However, many studies so far
done in these few years have tried to come up with several detailed meanings. For
example, Collings et al. (2009) refer to it as a strategy of filling key positions of
organisational chart with suitable persons of high potential performance calibre to
enhance organisational performance excellence in the dynamic competitive envi-
ronment. This can only be achieved through continued development of employees
for sustainability and commitment towards organisational transformation. It is also
important to note that key vacancies do not only imply top management positions
but they combine all influential parts of the systems that enhance organisational
development since both leaders and managers co-­work towards achievement of
targeted goals.
Since talent management practices involve salient key issues of talent identifica-
tion, talent development, talent culture and competencies, Davies and Davies’
(2010) model on talent management ensures succession planning and functioning
systems and structures. There is no way out how higher education institutions can
distance themselves from investing in human power for sustainable leadership and
quality services management. However, there are still some disturbing issues on
what should entail this terminology (Lewis and Heckman 2006). In a survey study
conducted in the UK about human resource professionals, the findings revealed that
51% knew what talent management practices is all about whereas 20% only were
vividly operating in a known definition by CIPD (2006). Hence, many schools of
thought are defining it in a manner that suits their research coverage due to lack of
theoretical framework to guide these definitions (Boundreau and Ramstad 2005).
Talent management can further be viewed as potential skilful employees for sus-
tainable competitive advantage (Becker and Huselid 2006). It is about succession
management planning and strategies so as to maintain organisational excellence.
Talent management in detailed meaning is viewed as the process of developing and
attracting skilled employees to boost the institutional vision and mission. This is
done through identifying the gaps within influential positions purposely for succes-
sion planning and recruitment. It is implemented within higher education institu-
tions as a motivating factor in order to retain and attract staff commitment towards
organisational transformation (Gutheridge et al. 2008; Ringo et al. 2008).
Nevertheless, other authors define it as identification of good things to invest in
good people within an organisation to enhance both staff and institutional develop-
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 115

ment within them capitalising on their strength (Garrow and Hirsh 2008). It is
embedded within a combination of sharp minds, leadership skills and ability to
attract and inspire young blood towards better service delivery (Chuai et al. 2010).
Even though studies and scholars have divergent views on the definition of what
talent management practices should entail, they all share certain aspects in com-
mon. For instance, the goal of talent management is to attract, recruit, develop and
retain employees for creating succession plans so as to achieve organisational goals
through staff commitment and use of tactical skills and experience (Goffee and
Jones 2007; Ingham 2006; Cheese et al. 2008).
Given the fact that so far there is no propounded theory on which all scholars
zero on to define talent management and practices, the researchers summarised their
definitions within one statement to fit this study. Talent management practices mean
planning and identification of potential personnel for recruitment and development
to transform organisational performance through retention and commitment secured
from the staff with in higher education institutions. On the other hand, many studies
conducted on this topic in both academic and business sectors have found divergent
results still on this matter. The review below is for both studies done in business and
higher education sector.

9.3  indings of Studies Done in Higher Education

F
Institutions

In a study done on Malaysian universities by Annakis et al. (2014) with a sample

size of 166, 80% response rate, the findings revealed that four factors emerged
explaining 68.6% of the variation, with KMO value of 0.812, which exceeded the
recommended value of 0.6. This is by far the threshold required. On this basis, talent
management competency levels for academics are significantly higher if there is
integration with the known HR systems, for example, identification of value, team
measurement and individual performance, etc. In the same study, findings revealed
that there was a relationship between talent management practices in terms of talent
identification; therefore, talent development and talent culture seemed to play a
critical role towards institutional transformation.
In another study done in Africa, it is evidently clear that from an empirical study
done in Botswana by Rudhumbu (2014) using 300 samples of both administrative
and teaching staff, 62% of higher education institutions within that country were
providing staff development programme opportunities to enhance their skills and
knowledge. Another 42% agreed that their institutions were able to attract good
personnel to occupy important positions of influence, and 33% had won staff com-
mitment whereas 47% were performing well.
However, disparities were still experienced from some human resource depart-
ments where 57% did not work hand in hand to support in identifying key institu-
tional talent. Moreover, elsewhere in the world, respondents felt that talent
116 F. Miiro and A. Otham

management practices are important for organisational performance and develop-

ment. Whereby, there are particular positions that are special and require special
talent competencies to boost organisational directions and achievement. Competency
mapping can improve recruitment and selection through identification of the key
personnel. Talent acquisition through competency mapping can also be practised in
educational sector to ensure right talent at right place. This study was done in India
on 50 faculties as sample in higher education sector (Nair 2012).
The study conducted in India by Tiwari and Shrivastava (2013) on the managers
and subordinates with a P value of 0.087 and 0.056, it was found out that there was
a significant difference in the impact played by each of TM practices towards level
of employee’s satisfaction and achievement of organisational targets.
Barkhuizen et al. (2014) in his survey conducted with the main objective of find-
ing out the determinants of the relationship between talent management, work
engagement and service orientation of support staff in a South African higher edu-
cation institution suggested that all the talent management practices are poorly
applied for support staff. The same study states that there were gaps between the
current applications and the perceived importance of between talent review process,
retention practices, talent development and management commitment. However,
the same study found out that there is a significant positive relationship between
some talent management and work engagement dimensions. This was based on the
value at a 95% confidence interval level (p ≤ 0.05) that was attained in the
findings.
Nevertheless, a critical review done on some studies by Lyria (2013) in Kenya,
on the role of talent management on organisational performance in companies listed
in Nairobi security exchange in Kenya, reveals that talent management studies had
no direct link talent management with the organisational performance. In the paper
presented by Waheed (2012), he alluded to the view that many organisations still act
in traditional ways when it comes to human resource management practices and
organisational manpower issue. Moreover, the Y generation management chal-
lenges are too demanding in that to overcome them, it can only be addressed through
talent management at the moment (an internal “talent pool” within the organisa-
tion), and he proposed four approaches to use that other studies also suggest.
In a review conducted by Barkhuizen et al. (2014) while investigating the rela-
tionship between talent management, work engagement and service quality orienta-
tion of support staff in higher education institutions, a sample of 60 support staff
was done in the quantitative manner using exploratory factor analysis and Cronbach
alpha coefficient. The findings of the study reveal that the mean value ranged
between 1.7477 and 2.9372. This meant that TM practices seemed lacking and
problematic in these institutions. Moreover, the respondents indicated low levels of
experience towards TM practices. Therefore, the significant difference existed
between their practices and what the ideal situation should be towards institutional
performance.
Moreover, this enormous challenge was more felt due to Janus faces and situa-
tion experienced, whereby young talents are so scarce and unstable in station of
work coupled with high demands from the employer, while the existing human
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 117

resources are ageing and nearing the retirement moment, hence calling for investi-
gation of more scholarships. For instance, in 2010 alone, 303,000 scholarships were
awarded for the same effect.
In the USA and Canada, study findings seem to not be so different from what has
been established elsewhere in the world. HANOVER research (2010) in its findings
about best practices in HRM and TM by higher education institutions reveals that
higher education respondents lagged behind in key areas of implementing HRM
practices. However, there were hopes that if these institutions change their style of
operation to the desired environment, efficient ways to cope up with the time and
address the stressing factors of shrinking budgets and ageing workforce.
On the contrary, Nutakki et al. (2015) in their study done on relationship between
TM and psychological contracts in HEIs in India, data was collected from a sample
of 400 employees, the Cronbach alpha measured 0.092 after exploratory factor anal-
ysis and regression analysis, the results reveal there is a correlation between TM
practices and psychological contracts. Meaning the way the two are handled by
human resource officers strengthens or weakens the practice. However, the demo-
graphic issues were not considered to establish its influence in the whole process.
The qualitative study design findings got from 40 people through interviews and
observations insinuated that there was no systematic process to management of tal-
ents. The onus was left to ownership of the institutions to influence the practices
through advertisements and recommendations from the referees. This meant that the
issues of career planning and succession planning skills were found to be at disarray
due to the fact that skills development and retention are not done within the institu-
tion itself. On the positive side, it can be said that performance appraisal was done
but still at a level of implementation. Through observation, it was deduced that these
institutions cannot perform on the world stage market due to low levels of employ-
ees’ standards.
In addition, in South Africa, the situation seemed to give similar results as per
prior reviews done though varied in population and the place where the quantitative
study was done. This was an experimental cross-sectional survey with an aim to
establish how relevant is TM in South African local government institutions. The
analysis was done using ANOVA and MANOVA on a sample population of 578 in
which 56.2% were females, with 74.4% having working experience on the same
job. The findings disclosed that TM practices were not given due attention as seen
in previous studies. The study done using exploratory factor analysis provided
66.88% with 95% confidence of variance interval greater than p value (P < 0.05)
(Barkhuizen 2014).
Another study on the similar variable with the main objective of exploring the
application of talent management practices in local government institutions con-
firmed that talent practices were not receiving sufficient attention in the public sec-
tor due to its poor application and the lack of commitment from the management.
The same survey revealed that demographic factors determine a significant differ-
ence on their demographic characteristics. This was done through exploratory factor
analysis with 66.88% and component matrix. The result of sampling adequacy was
118 F. Miiro and A. Otham

0.927. MANOVA had a lambda value for age equal to 0. 911 [F (32,2088.900) = 1.667,
p 0.05].
What is more, a qualitative study was done still in Kenya by Gakure et al. (2013)
with an aim of finding out whether reward management influences talent manage-
ment in Kenyan universities. The finding revealed that universities had attracted
committed staff and managed to retain them. However, challenges were still in place
due to inequality and unfairness of the same reward system used. This system
seemed to be affected by the payment and recruitment of part-time staff. In the
USA, the population studied still revealed that the best way to improve organisa-
tional performance was through talent management. This was generated from a
sample composed of 61.4% males and 38.6% females. The study aimed at establish-
ing the contribution of awareness and development of talent management within
construction companies. The same study reveals that effective and skilled human
capital can be enhanced through talent practices to increase productivity and quality
services both on the side of the organisation and customer. This can be done through
collaboration in terms of sharing knowledge and teamwork.
In addendum to the above, in 2014, a study was done by DA magazine and
Cornerstone on Demand, with the purpose of establishing how the districts were
managing the biggest challenge of human resources and how they could address the
issues of the time. The survey question of multiple choice collected from 316
revealed that 25% of the principles, 26% administrators and 19% superintendents
were still handling talent in a traditional manner. Whereas 49% and 15% were satis-
fied with the mode of operation even though they were unsure of the alternative for
unified management practices, 28% of the district used talent management systems,
and 80% were either concerned or highly concerned about the teacher quality and
student outcomes.
Similarly, in a study done in India on embryonic need for talent management
systems in technical institutions, in their qualitative study which aimed at explor-
ing growth of an organisation are dealing with this new talent context, their find-
ings deduce that talent availability and quality are now tangible imitation to
strategic growth of an organisation. This is because there is a clear shift from its
full establishment; however its barriers were also found perhaps to be human
resource itself who work at risk fighting the challenges than embracing it in the
UK.
A study conducted by Jacob et al. (2014) has the purpose of examining the fac-
tors that influence the poor retention rate of academic staff at selected universities in
South Africa. A population sample of 80 academic staff with more 10 years working
experience was surveyed. The results revealed that the factors motivating staff
involved both intrinsic and extrinsic issues which made respondents to consider an
academic profession as a meagre-paying profession, of which its resources influ-
ence with little opportunity for growth. However, strings were attached on the salary
as a concern, even though the profession is considered as a superior reputation in
society. More so, many academics believe that a heavy workload makes it difficult
to meet promotion requirements and poor mentoring and capacity development,
which would benefit from academic support, unambiguous promotion guidelines
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 119

and clear, homogenous salary packages, hence killing the whole agenda of talent
development practices. The same study revealed that the student/lecturer ratio was
quite impressive at comparisons among 23 universities; however, when it is cas-
caded at the individual university level, the matter of fact is that the challenge is
different, as lecturers are overloaded depending on the department or programme
headcount. Therefore, this whole matter reflects the impact of academic staff recruit-
ment and retention.

9.4  Leaf Borrowed from the Findings

A
of the Business Sector

However, in their study done on 17 leaders of state-owned enterprises in China

revealed that members had knowledge about TM leadership practices even though
there was a gap in practice and actualisation of its systems. This qualitative study
done with interviews and grounded theory approach to interpret and analyse data
further reveals that TM practices require to be demonstrated at all levels within an
organisation for better quality performance and quality services delivery.
Other studies, for example, Kibui (2015), with the main objective of establish-
ing the effect of talent management on employees’ retention in Kenya’s state cor-
porations, the study finding generated through descriptive survey using exploratory
factor analysis from 382 sample population with a value of 0.951, divulge that
organisational processes related to retaining high-performing employees, with
competencies, are now a focal point, so as to help organisations become successful
and understand where to focus resources such as incentives, coaching and training
programmes. Moreover, Namusonge, Kibui and Gachuanga’s study findings on
the Role of Talent Management on Employees Retention in Kenya in 2014 on 299
employees seemed to be alarming, whereby it was discovered that 38% of talent
staff left government jobs in favour of private enterprises. However, in their con-
clusion it was observed that most of those who had gone away were quality staff,
meaning that the success of any organisation mostly depends on the talented
human resources.
Farahas’ study in 2014 proposed a model that could provide possible solutions
to Saudi Arabia’s tourism sector. The sector seemed to have had challenges rotating
on talent management and organisational performance. Therefore, to optimise turn-
over quality performance, he suggested a model for talent practices.
Equally in another study done by Iqbal et al. (2013) with an aim of establishing
the relationship between different talent management activities and traditional
human resource management practices, data were collected from 130 HRM profes-
sionals in 25 companies and analysed using regression and mean, standard devia-
tion and correlation results. Results revealed reward management that (r = 0.43**,
mean = 3.48, SD = 0.82; P < 0.05) talent management practices (r = 0.588**,
mean = 3.51, SD = 0.73; p < 0.05) and workforce planning (r = 0.611**, mean = 3.67,
SD = 0.71; p < 0.05) have a positive relationship with organisational performance,
120 F. Miiro and A. Otham

whereas, employees’ emotional stability mediates relationship between TM prac-

tices and OP (organisational performance) (r = 0.65**, mean = 3.51, SD = 0.72;
p < 0.05); employees’ emotional stability mediates relationship between work.
In the same study, results reflected that talent management practices (r = 0.588**,
mean = 3.51, SD = 0.73; p < 0.05) are positively related with the performance of
organisation. Further still employees’ emotional stability mediates relationship
between TM practices and OP (r = 0.65**, mean = 3.51, SD = 0.72; p < 0.05). This
meant that there is a significant relation between skill full, competent staff and
organisational performance. Therefore, the impact of grooming talents should not
be underestimated by higher educational institution authorities due to its outcomes
for the future betterment and sustainability of qualified staff.

9.5 Summary of the Findings

From the literature reviewed related to talent management practices, the study high-
lights the major best practices of the system, and some of the literature has been on
talent and job satisfaction, organisational performance, retention, and turnover
reward management but all trying to allude that talent practices have a lot of influ-
ence on the employee and organisational performance. The best practices are high-
lighted as enumerated in the studies reviewed sticking on Davies and Davies (2010);
talent identification is the process and activities defining and discovering the
required human resources needed for improved organisational performance. It
involves recruitment of high calibre people, who will be enthusiastic and highly
capable to deal with global challenges facing the institutions without affecting its
values, identity, beliefs and mission.
Talent development can be concluded as a process of enabling learning and
skills development in line with the organisations’ development agendas so as to
occupy the leadership vacuum. Institutions inject capital into staff professional
development in line with the university mission and vision with the view of meeting
quality services.
Talent culture: these are planned activities to enhance replacement of aged and
retiring staff. Institutions prepare staff who are loyal and committed in the form of
retention with the purpose of developing them to step up forces to enable the institu-
tion to achieve its agendas.

9.6 Recommendations

Basing on the challenges cited above, higher education institutions need to lay out
strategies of addressing talent management through the following ways.
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 121

Collaboration and networking with one another to boost capacity building. This
can be done through the use of links between both developed and undeveloped uni-
versities, local and international, to sustain future quality demands.
Leadership also needs to come to grips with talent management strategy since it
is the only way through which sustainability and stability of higher education insti-
tutions can survive in the world market.

9.7 Conclusion

In today’s competitive environment, higher education institutions should con-

stantly invest in human capital so as to remain relevant in the changing world
market. It requires both the top management officials and HR professionals to co-
work so as to attract, hire, develop and retain high potential young talents for
leadership sustainability and improved organisational quality services. However,
management should also put into consideration the fact that talent management is
chaotic in nature, hard to maintain, fragile and scarce. This is because young blood
with skills and abilities are unstable, easy to lose and too demanding. This has not
only constituted a major obstacle in TM process for organisational stability but
also has led to systems failure in terms of quality control and customer service
delivery. Future-oriented higher education institution (HEI) leadership must
review their policies through examination of the available workforce trends so as
to keep on the stage of the world market economy. The influential unstable trends
include changing demographics and global supply mechanisms, summed up with
scarcity of younger talent and abundance of older workforce and growing migra-
tion of talented individuals which must be approached differently basing on the
locality and status of the institution in order to achieve sustainable competitive
success and transformation.

References

Afiouni, F. (2009). Leveraging human capital and value creation by combining HRM and KM
initiatives‘. International Journal of Learning Intellectual Capital, 6(3), 202–213.
Allen, S. (2004). Talent management systems: Best practices in technology solutions for recruit-
ment, retention and workforce planning. Wiley, Feb 12, 2010, Business & Economics.
Annakis, J., Dass, M., & Isa, A. (2014). Exploring factors that influence talent management
competency of academics in Malaysian GLC’s and non- government universities. Journal of
International Business and Economics, 2(4), 163–185.
Al-Atari, A. T., & Rosnani Hasim, M. H. (2015). In M. H. Rosnani Hashim (Ed.), Critical issues
and reform in Muslim higher education. IIUM Press (First Edit). Kuala Lumpur Malaysia:
IIUM Press, IIUM.
Barkhuizen, N. (2014). How relevant is talent management in south african local government
institutions? Mediterranean Journal of Social Sciences. MCSER Publishing, Rome-Italy 5 No
20, ISSN 2039–2117.
122 F. Miiro and A. Otham

Barkhuizen, N., Mogwere, P., & Schutte, N. (2014). Talent management, work engagement and
service quality orientation of support staff in a higher education institution. Mediterranean
Journal of Social Sciences, 5(4), 69–77. https://doi.org/10.5901/mjss.2014.v5n4p69.
Barsade, S. G., & Donald, E. G. (2007). Why does affect matter organisation? The Academy of
Management Perspectives, 21(6), 36–59.
Becker, B. E., & Huselid, M. A. (2006). Strategic human resource management: Where do we go
from here? Journal of Management, 32, 898–925.
Bjorkman, I., Farndale, E., Morris, S. S., Paauwe, J., Stiles, P., Trevor, J., & Wright, P. M. (2012).
Six principles of effective global talent management. Sloan Management Review, 53(2), 25–42.
Boudreau, J. W., & Ramstad, P. M. (2005). Talent ship, talent segmentation, and sustainabil-
ity: A new HR decision science paradigm for a new strategy definition. Human Resource
Management, 42, 129–136.
Cappelli, P. (2008). Talent management for the twenty-first century. Harvard Business Review,
74–81, 3.
Cheese, P., Thomas, R. J., & Craig, E. (2008). The talent powered organisation: Strategies for
globalisation, talent management and high performance. London: Kapan.
Chuai, X., Iles, P., & Preece, D. (2010). Talent management and HRM in multinational companies
in Beijing: Definitions, differences and drivers. Journal of World Business, 45(2), 179–189.
CIPD. (2006). Talent management: Understanding the dimensions. London: CIPD.
Collings, D. G., Scullion, H., & Dowling, P. J. (2009). Global staffing: A review and thematic
research agenda. The International Journal of Human Resource Management, 20(6), 1253.
Davies, B., & Davies, B. J. (2010). Talent management in academies. International Journal of
Education Management, 24, 5. Emerald insight.
Fraynas, J. G., Millahi, K., & Pigman, G. A. (2006). First mover advantages of in international
business and firm-specific political resources. Strategic Management Journal, 27(4), 321–345.
Gakure, R. W., Kamau, A. W., & Waititu, A. G. (2013). Reward systems as determinant of talent
management in public universities in Kenya. IOSR Journal of Humanities and Social Science
(IOSR-JHSS), 18, 2. (Nov–Dec 2013) 41-47 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.
iosrjournals.org.
Garavan, T. N., Carbery, R., & Rock, A. (2012). Mapping talent development: Definition, scope
and architecture. European Journal of Training and Development, 36(1), 5–24.
Garrow, V., & Hirsh, W. (2008). Talent management: Issues of focus and fit. Public Personnel
Management, 37(4), 389–402.
Goffee, R., & Jones, G. (2007). Leading clever people. Harvard Business Review, 85(3), 72.
Guthridge, M., Komm, A. B., & Lawson, E. (2008). Making talent management a strategic priority.
The McKinsey Quarterly, 1, 49–59.
Hanover Rsearch. (2010). Market evaluation surveying data analysis benchmarking innovative
practices literature review 1101 Connecticut Ave. NW, Suite 300, Washington, DC 20036 P
202.756.2971 F 866.808.6585. www.hanoverresearch.com
Hernaus, T. (2008). Generic process transformation model: Transition to process-based orga-
nization. Business, 385(08), 1–16.
Ingham, J. (2006). Closing the talent management gap. Strategic HR Review, 5(3), 20–23.
Iqbal, S., Qureshi, T. M., Khan, A. M., & Hijaz, S. Y. T. (2013). Talent management is not an old
wine in a new bottle. African Journal of Business Management, 7(35), 3609–3619. https://doi.
org/10.5897/AJBM11.855ISSN19938233. Academic Journals http://www.academicjournals.
org/AJBM.
Isahak, A. (2007). “The philosophy of higher education of the 21st century.” Bulletin of National
Higher Education Research Institute (IPPTN), 10(1), 15–16.
Iyria, R. K. (2013). Role of talent management on organization performance in companies listed
in Nairobi security exchange in Kenya: Literature review. International Journal of Humanities
and Social Science, 3, 21. [Special Issue].
Jacob, M., Selesho, J. M., & Naile, I. (2014). Academic staff retention as a human resource factor:
University perspective. International Business & Economics Research Journal, 13, 2.
9 Talent Management Practices A Trajectory and Ingenuity in Higher Education... 123

Kibui, A. W. (2015). Effect of talent management on employees’ retention in Kenya’s state corpo-
rations, a thesis submitted in partial fulfilment for the degree of doctor of philosophy in human
resource management in the Jomo Kenyatta University of Agriculture and technology.
Lewis, R. E., & Heckman, R. J. (2006). Talent management: A critical review. Human Resource
Management Review, 16(2), 139–154.
Nair, J. P. (2012). Is talent management accentuated by competency mapping? with special ref-
erence to educational sector. International Journal of Social Science & Interdisciplinary
Research, 1, 11. ISSN 2277 3630.
Nutakki, R., Reddy, M. S., & Balan, S. (2015). A study of the relationship between talent manage-
ment and psychological contract international conference on science and technology university
of Delhi(du) conference centre new Delhi(India) Lakshmi.
Ready, D. A., & Conger, J. A. (2007). Make your company a talent factory. Harvard Business
Review, 85, 68–77.
Ringo, T., Schweyer, A., De Marco, M., Jones, R., & Lesser, E. (2008). Integrated talent man-
agement part 3 training talent management into a competitive advantage: An industry review
(no.3) (p24). Human capital institute, IBM Institute for Business value. Retrieved from http://
be.hci.org/hci/IBM_2008
Rudhumbu, N. (2014). Implementation of talent management strategies in higher education:
Evidence from Botswana. International Journal of Higher Education, 1(1), 86–99.
Sahney, S., Banwet, D. K., & Karunes, S. (2004). Research and concepts; conceptualising total
quality management in higher education institutions. The Total Quality Magazine, 16, 2.
Emerald group of publishing company Limited.
Schuler, R. S., Jackson, S. E., & Tarique, I. (2011). Global talent management and global talent
challenges: Strategic opportunities for IHRM. Journal of World Business, 46(4), 506.
Scott, P. (2000). Higher education re-formed. London: Falmer press 11 New Fetter Lane.
Scullion, H., Collings, D. G., & Caligiuri, P. (2010). Global talent management, editorial. Journal
of World Business, 45, 105–108.
Simonton, D. K. (2011). Exceptional talent and genius. In T. Chamorro-Premuzic, S. von Stumm,
& A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 635–655).
Malden: Wiley-Blackwell.
Stahl, G. K., Björkman, I., Farndale, E., Morris, S. S., Paauwe, J., Stiles, P., Trevor, J., & Wright,
P. M. (2012). Six principles of effective global talent management. Sloan Management Review,
53(2), 25–32.
Sumardi, W. A., & Othman, R. (2009). The three faces of talent management in Malaysia.
International Journal of Business Research, 10(1), 181–185.
Tarique, I., & Schuler, R. S. (2010). Global talent management; Literature review, integrative
framework, and suggestions for further research. Journal of World Business, 45(2), 122–133.
Tiwari, U., & Shrivastav, D. (2013). Strategies and practices of talent management and their impact
on employee retention and effectiveness. 2 The International Journal of Management, 2, 4. The
University of British Columbia, Vancouver, BC, Canada and McMaster University, Hamilton,
ON, Canada.
Vaiman, V., Scullion, H., & Collings, D. (2012). Talent management decision making. Management
Decision, 50(5), 925–941. https://doi.org/10.1108/00251741211227663.
Waheed, S., Zaim, A., & Zaim, H. (2012). Talent Management in four stages the USV. Annals of
Economics and Public Administration, 12(1(15)), 130–137.