Beyond Administration: HRM as a Catalyst for Academicians' Self-Actualization in Higher Education Institutions
Abstract
In an era where higher education institutions (HEIs) face increasing demands for innovation, global competitiveness, and faculty excellence, Human Resource Management (HRM) must evolve from a purely administrative function into a strategic driver of academic development. This study examines how HRM practices can promote self-actualization among academicians, a psychological state characterized by intellectual autonomy, purpose-driven work, and the fulfillment of personal potential. Grounded in Maslow’s motivational theory and self-determination frameworks, the research employs a qualitative design, with semi-structured interviews with 40 academic leaders and HR professionals across Malaysian universities. Findings reveal a significant misalignment between current HRM structures and the intrinsic motivators of academic staff. Themes such as limited strategic HRM integration, narrow recognition systems, lack of tailored professional development, and restrictive organizational cultures emerged as key barriers. However, institutions that adopt transformative HRM practices, such as fostering autonomy, inclusivity, and intellectual growth, report improved academic engagement and retention. The study proposes a conceptual shift positioning HRM as a catalyst for academic self-actualization and institutional excellence. It concludes with strategic recommendations for policy, practice, and further research in aligning HRM with the psychological and professional aspirations of faculty members.
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