Management-by-results and performance measurement in universities – implications for work motivation

Kallio, Kirsi-Mari; Kallio, Tomi J.

doi:10.1080/03075079.2012.709497

Cited by 135 publications

(166 citation statements)

References 27 publications

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“…This finding is consistent with long-standing claims that superior scholars excel in any activity they perform (Kremer 1991;Woodburne 1952). The behaviour of these academics is guided more by their intrinsic motivation to produce and disseminate knowledge at high standards of excellence (Deci 1971;Godin and Gingras 2000;Westergaard 1991) than by managerial practices that evaluate their work (Kallio and Kallio 2014). This is an encouraging finding in the contemporary academic setting that often focuses on maximising production regardless of the quality of the product (Kallio and Kallio 2014).…”

Section: Discussionsupporting

confidence: 73%

“…Second, as noted in some recent studies, the behaviour of academics is guided more by organisational culture (e.g. collegiality and autonomy) (Edgar and Geare 2013) and their intrinsic motivation (Kallio and Kallio 2014) than by managerial practices (e.g. performance appraisals).…”

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

“…A common characteristic of superior scholars is that they excel in all their activities (Kremer 1991;Woodburne 1952). Kallio and Kallio (2014) and Westergaard (1991) hence suggest that quality scholarship performance is a function of personal characteristics, irrespective of the activity undertaken. Therefore, performance evaluation systems providing incentives for quality research are congruent with quality teaching.…”

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

“…This study responds to calls by Bogt and Scapens (2012) and Kallio and Kallio (2014) to investigate the nature and consequences of contemporary performance measurement within universities. More precisely, it investigates the substance of the warnings that research-based performance evaluation in academia is detrimental to quality teaching.…”

Section: Introductionmentioning

confidence: 99%

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Research, teaching and performance evaluation in academia: the salience of quality

Čadež

Dimovski

Groff

2015

Studies in Higher Education

160

129

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The workload of most academics involves two main activities: research and teaching. Despite the dual nature of the work, career advancement usually chiefly depends on research performance. Since academics are rational actors, warnings are beginning to emerge that current predominantly research-based performance evaluation systems may be detrimental to creativity and innovation in teaching. This paper investigates the substance of these warnings by revisiting the relationship between research performance and teaching quality. Using a large cross-disciplinary sample of academics within a research-oriented university, we find, consistent with prior evidence, that research productivity is not related to teaching quality, whereas research quality is positively related with teaching quality. These findings discount fears that research-based performance evaluation in academia may be detrimental to teaching quality.

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Section: Discussionsupporting

confidence: 73%

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

Section: Research and Teaching Quality Relationship Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Research, teaching and performance evaluation in academia: the salience of quality

Čadež

Dimovski

Groff

2015

Studies in Higher Education

160

129

View full text Add to dashboard Cite

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“…According to Kallio and Kallio [91], university lecturers lack motivation for creative, knowledge-intensive work, because of the "management-by-results" atmosphere at their workplaces. Time efficiency decreases academic discussions and obstructs deeper understanding among teachers and students [89], elements that are crucial when dealing with challenging issues like sustainability.…”

Section: Finnish Teacher Education Is a Reflection Of University Educmentioning

confidence: 99%

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland-a country highly valued for its education-as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

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Performance in Higher Education Institutions and Its Variations in Nordic Policy

Kivistö

Pekkola

Berg

et al. 2019

Reforms, Organizational Change and Performance in Higher Education

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The need for greater efficiency, productivity and quality in the higher education sector has triggered increased governmental interest towards different mechanisms of accountability, especially evaluation and performance measurement. This interest has developed over a relatively long period of time, but it has now reached its culmination point in many ways. For instance, advances in citation tracking, performance data collection and databases and the professionalisation of evaluative practices and methods have opened new avenues for verifying accountability. This chapter offers definitions for the key concepts used throughout the book, as follows: accountability, evaluation, and performance measurement and management. Each section is followed by a short contextualisation of the concept in Denmark, Finland, Norway and Sweden. The chapter ends with a short discussion about the policy convergence between Nordic countries and the reasons for it.

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Management-by-results and performance measurement in universities – implications for work motivation

Cited by 135 publications

References 27 publications

Research, teaching and performance evaluation in academia: the salience of quality

Research, teaching and performance evaluation in academia: the salience of quality

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Performance in Higher Education Institutions and Its Variations in Nordic Policy

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