Institutional Support and Faculty Retention in Pakistani Universities: An Islamic Educational Framework Based on Qur’anic Principles and Translation

Abstract

Faculty retention is a critical determinant of academic quality, institutional sustainability, and intellectual capital in higher education systems. While conventional higher education literature relies predominantly on Western paradigms—such as Social Exchange Theory (SET) and Perceived Organizational Support (POS)—these frameworks often reduce institutional governance to transactional dynamics. This study presents an integrated, Islamic educational framework that harmonizes POS with foundational Qur’anic principles of governance, justice, and human development. Specifically, it integrates the principles of `Adl (Justice), Iḥsān (Benevolence), Amānah (Trust and Responsibility), Shūrā (Mutual Consultation), and Ukhuwwah (Fraternal Solidarity) into institutional administration. Utilizing a quantitative, cross-sectional design, empirical data were gathered from faculty members across public and private universities in Pakistan ($N = 315$). Structural Equation Modeling (PLS-SEM) was conducted to examine the relationships among POS, organizational commitment, and faculty retention, framed alongside divine ethical mandates. The findings reveal that administrative practices grounded in justice and benevolence significantly enhance organizational commitment and mitigate turnover intentions. This paper offers a comprehensive, ethically grounded model for university administrators seeking to align modern human resource strategies with Islamic values.