Investigating the Departure of Phase One Participants of the New Generation of Academics Programme (nGAP) at an Institution of Higher Learning

Since its inception, the New Generation of Academics Programme (nGAP) at a certain institution of higher learning, designed to offer permanent employment, has seen all Phase One participants leave the institution. This study aims to explore the reasons behind this trend, focusing specifically on the experiences of Phase One participants. The research addresses the following question: What factors contribute to the departure of Phase One nGAP participants from this institution? Rooted in the theoretical framework of organizational commitment and job satisfaction, this study employs a qualitative approach. The sample includes all former Phase One nGAP scholars who have left the institution. Data collection instruments consist of in-depth qualitative interviews. The data will be analyzed using thematic analysis to identify key themes and patterns. Ethical considerations will include ensuring informed consent, guaranteeing the confidentiality and anonymity of participants, and addressing any potential power dynamics between the researcher and participants. The study will also follow ethical guidelines to minimize any psychological distress or discomfort experienced by participants during the interviews. The study is limited by the small sample size of 4 participants, which may restrict the generalizability of the findings. Additionally, the reliance on self-reported data might introduce bias, as participants may have varying levels of recall and personal perspectives. Another limitation is the potential for non-response or partial response from some participants, which could affect the completeness of the data. While the study offers valuable insights, it is limited by the availability of participants and their willingness to share candidly. Delimitations include focusing solely on Phase One participants and excluding other phases and institutions. The findings aim to inform policy revisions and improve support structures to enhance the retention and professional growth of nGAP scholars.