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Research questions that this paper attempts to answer are – do the features in general email communication have any significance to a teaching faculty member leaving the business school? Do the sentiments expressed in email communication have any significance to a teaching faculty member leaving the business school? Do the stages mentioned in the transtheoretical model have any relevance to the email behaviour of an individual when he or she goes through the decision process leading to the decision to quit? The purpose of this paper is to study email patterns and use predictive analytics to correlate with the real-world situation of leaving the business school.

The email repository (2010–2017) of 126 teaching faculty members who were associated with a business school as full-time faculty members is the data set that was used for the research. Of the 126 teaching faculty members, 42 had left the business school during this time frame. Correlation analysis, word count analysis and sentiment analysis were executed using “R” programming, and sentiment “R” package was used to understand the sentiment and its association in leaving the business school. From the email repository, a rich feature set of data was extracted for correlation analysis to discover the features which had strong correlation with the faculty member leaving the business school. The research also used data-logging tools to extract aggregated statistics for word frequency counts and sentiment features.

Those faculty members who decide to leave are involved more in external communication and less in internal communications. Also, those who decide to leave initiate fewer email conversations and opt to forward emails to colleagues. Correlation analysis shows that negative sentiment goes down, as faculty members leave the organisation and this is in contrary to the existing review of literature. The research also shows that the triggering point or the intention to leave is positively correlated to the downward swing of the emotional valence (positive sentiment). A number of email features have shown change in patterns which are correlated to a faculty member quitting the business school.

Faculty members of only one business school have been considered and this is primary due to cost, privacy and complexities involved in procuring and handling the data. Also, the reasons for exhibiting the sentiments and their root cause have not been studied. Also the designation, roles and responsibilities of faculty members have not been taken into consideration.

Business schools all over India always have a challenge to recruit good faculty members who can take up research activities, teach and also shoulder administrative responsibilities. Retaining faculty members and keeping attrition levels low will help business schools to maintain the standards of excellence that they aspire. This research is immensely useful for business school, which can use email analytics in predicting the intention of the faculty members leaving their business school.

Although past studies have studied attrition, this study uses predictive analytics and maps it to the intention to quit. This study helps business schools to predict the chance of faculty members leaving the business school which is of immense value, as appropriate measures can be taken to retain and restrict attrition.

The research paper aims to analyse the scholarly literature on advancing HR analytics as an intervention for attrition, a problem that lingers on organisational performance. This study aspires to provide an in-depth literature review and critically assess the knowledge gaps in HR analytics and attritions within organisational performance.

The review analyses the corpus of 196 research articles published in ostensible journals between 2011 and 2023. To identify research gaps and provide valuable insights, this study synthesises relevant studies using School of thought (S), Context (C), Methodology (M), Triggers (T), Barriers (B), Facilitators (F) and Outcomes (O) (SCM-TBFO framework). This study employs the R programming language to conduct a systematic literature review in accordance with the “preferred reporting items for systematic reviews and meta-analysis” (PRISMA) guidelines.

The emerging discipline of HR analytics encompasses the potential to manage attrition and drive organisational performance enhancements effectively. The study of SCM-TBFO encompasses a multidimensional approach, incorporating diverse perspectives and analysing its complex aspects compared to various approaches. The School of thought includes the human capital theory, expectancy theory and resource-based view. The varied research contexts entail the USA, United Kingdom, China, France, Italy and India. Further, the methodologies adopted in the studies are artificial neural networking (ANN), regression, structure equation modelling (SEM) case studies and other theoretical studies. HR analytics and attrition triggers are data mining decision systems, forecasting for firm performance and employee satisfaction. The barriers include leadership styles, cultural adaptability and lack of analytic skills, data security and organisational orientation. The facilitators were categorised into data and technology-related facilitators, human resource policies and organisational growth and performance-related facilitators. The study's primary outcomes are technology adoption, effective HR policies, HR strategies, employee satisfaction, career and organisational expansion and growth.

The primary goal of the literature review is to provide a comprehensive overview of the current state of HR analytics and its impact on organisational performance, particularly in relation to attrition. Further, the study suggests that attrition, a critical organisational concern, can be effectively managed by strategically utilising HR analytics and empowering data-driven interventions that optimise performance and enhance overall organisational outcomes.

The purpose of this paper is to determine whether teachers with high value‐added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium‐sized school district.

Panel data for this paper encompass teachers providing math and reading instruction and link to individual students in grades 3‐10 from a single Florida school district (2000‐2001 to 2004‐2005). Value‐added modeling is used to estimate a measure of teacher quality, which is entered into binomial logistic regression models.

This paper finds a negative relationship between reading teachers' value‐added scores and attrition (p<0.05) – a finding consistent with the few that have examined the relationship between value added and teacher attrition. A significant relationship is not found between math value added and attrition. There is also no significant relationship between value added and transferring. Secondary and alternatively certified teachers are more likely to exit tested grades/subjects. Classroom percentages of students enrolled in the free/reduced lunch program (a proxy for poverty) are associated with leaving among math and reading teachers.

Not all turnover is negative. Evidence from this paper suggests that schools are not losing the best teachers from tested subjects and grades – those in which schools and school leaders are held accountable. While there are costs associated with turnover, it can serve as an important matching function between workers and employers.

Only, a few published studies have utilized value‐added scores as the measure of teacher quality and tested their relationship with teacher attrition.

This study uses the most recent national data from the National Center for Education Statistics, Schools and Staffing Survey (SASS), 2011–2012 and Teacher Follow-up Survey (TFS), 2012–2013 to investigate attrition trends among Black teachers, and Black female teachers in particular, to inform a qualitative analysis of proposed and adopted teacher retention policy interventions. This study asks: Why do Black teachers report leaving, and what would bring them back to the classroom? What working conditions are associated with Black teacher attrition? What policy interventions can meet the needs of Black teachers in having successful and supported teaching experiences? How have these interventions been successful, and what are the considerations for applying them more broadly? We find that Black teacher turnover rates are significantly higher than those of other teachers and that there are several substantive differences in their preparation, school characteristics, and reasons for leaving. We describe policy interventions that target these conditions, such as teacher residencies, loan forgiveness, mentoring and induction, and principal training programs. We include in that discussion the relative benefits and challenges of each implications for policymaking.

For decades, special education has been plagued by shortages of fully qualified teachers. The No Child Left Behind Act (NCLB) was designed to address the problem of teacher shortage by easing entry and promoting alternative routes (ARs). However, the law was not specific to special education, and the logic on which it is based fits the special education context poorly. Nonetheless, ARs have proliferated in special education. In this chapter, we consider the impact of NCLB generally and AR preparation specifically on special education teacher (SET) shortages. We describe the population of SETs, review research on special education ARs, and consider the problem of diversifying the workforce. We also review research on teacher attrition and policies designed to reduce it.

Managing attrition is a major challenge for outsourcing vendors. Literature on management control in offshore outsourcing is dominated by the formal approaches to control design, which do not adequately consider the influence of contextual factors. This article aims to adopt the lens of institutional theory, and use empirical data gathered from case studies in both the UK and India to improve the understanding of the institutional logics that shape the control of attrition.

This article draws on in‐depth qualitative research undertaken with directors and senior managers in client and vendor firms engaged in outsourcing relationships that span both corporate and national boundaries. Drawing on empirical data from the UK and India, the interplay between the management control of attrition and contextual factors is analysed, and the practices adopted to manage these contextual factors are also identified and discussed.

The analysis presents relevant aspects of the regulative, normative and cognitive institutions inhabited by vendor firms and the challenges such aspects present for managing attrition. The dynamics of institutions and control are discussed in the area of attrition, and the interplay between institutions and control is outlined. The regulative, normative and cognitive institutions inhabited by vendor firms contrast markedly to that of the client in relation to social and legal rules, norms and practices.

The paper develops a theoretical basis for linking control and context in offshore outsourcing, drawing on the work of Scott in institutional theory, and Friedland and Alford, in institutional logics. This paper offers an alternative conceptualisation of control in attrition based upon rationalistic modelling through institutional logics.

This paper offers key implications for research, in improving the understanding of contextual factors and management control in global outsourcing relationships. Both clients and vendors in offshore outsourcing need to be aware of the influence of contextual factors when managing attrition.

The interplay of institutional logics and implications on the control of attrition provides an interesting approach to understanding how firms manage attrition in offshore outsourcing.

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

The purpose of this paper is to explore female business faculty perceptions about attrition from a business school to uncover factors that might assist in female faculty retention in business schools.

Using a qualitative study approach and guided by past literature, the paper systematically analyses open-ended responses to interview questions and notes emergent themes.

The major themes that emerged as factors leading to attrition: first, an exclusionary and managerialist culture which marginalized and demoralized women; second, curtailed career opportunities, including a lack of gender equity in promotion and tenure; third, poor leadership; and fourth, break up of a critical mass of women. The factors then that might assist in female faculty retention are a critical mass of women, gender equity, inclusive, collaborative cultures, psychological safety, and ethical leadership. The career patterns of the women indicated that a labyrinth is an apt metaphor for their career paths.

This research examines just one school from the perspective of women who left. It holds promise as the basis for future studies across business schools and to faculty within business schools to determine whether the emergent themes hold across schools.

This study examines women in business academe through the attraction-selection-attrition framework and by extending the labyrinth career metaphor to an academic setting. The paper also provides a conceptual model of female faculty retention.

Research that tracks low-income populations across educational transitions contains threats to validity that can compromise evidence-based educational policy and practice. The Big Picture Longitudinal Study is a national, multiyear study that follows low-income urban youth who were accepted into college as high school seniors. Triangulating the results of multiple longitudinal data sources showed that reported college aspirations and enrollment intentions were inconsistently and differently reported by students and teachers in the final semester of high school. Relying on a particular data source and time can result in mistakenly equating college aspirations and enrollment behaviors, these findings suggest. In particular, secondary school educators’ inflated assumptions about their students’ college aspirations can obscure the need for supporting multiple pathways to college and work for low-income, first-generation high school seniors.