This study investigates the impact of training and development on job satisfaction, loyalty, and retention among academic staff at a selected university of technology (UoT) in South Africa. The research employs a quantitative methodology with a non-probability convenience sample of 270 academics. The findings reveal significant positive relationships between training and development programs and job satisfaction, loyalty, and retention. The study suggests that universities should prioritize tailored training initiatives to address the specific needs and aspirations of their academic staff, fostering a positive work environment and enhancing staff commitment and long-term engagement. The results provide evidence-based insights for policies related to training and development programs in higher education institutions (HEIs). The study also discusses the limitations and future research directions, emphasizing the need for mixed-methods approaches and long-term studies to further explore the constructs. The findings have implications for HEI administrators in creating better academic workplace cultures and designing relevant training programs to improve job satisfaction, loyalty, and retention among academics.This study investigates the impact of training and development on job satisfaction, loyalty, and retention among academic staff at a selected university of technology (UoT) in South Africa. The research employs a quantitative methodology with a non-probability convenience sample of 270 academics. The findings reveal significant positive relationships between training and development programs and job satisfaction, loyalty, and retention. The study suggests that universities should prioritize tailored training initiatives to address the specific needs and aspirations of their academic staff, fostering a positive work environment and enhancing staff commitment and long-term engagement. The results provide evidence-based insights for policies related to training and development programs in higher education institutions (HEIs). The study also discusses the limitations and future research directions, emphasizing the need for mixed-methods approaches and long-term studies to further explore the constructs. The findings have implications for HEI administrators in creating better academic workplace cultures and designing relevant training programs to improve job satisfaction, loyalty, and retention among academics.