Expectancy and university academics' motivation to participate in performance assessments
ZHANG, JIE (2008)
ZHANG, JIE
2008
Hallintotiede - Administrative Science
Kauppa- ja hallintotieteiden tiedekunta - Faculty of Economics and Administration
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Hyväksymispäivämäärä
2008-06-06
Julkaisun pysyvä osoite on
https://urn.fi/urn:nbn:fi:uta-1-18983
https://urn.fi/urn:nbn:fi:uta-1-18983
Tiivistelmä
The literature suggests that many universities under managerial reforms are using performance assessment system to evaluate their academics as part of the evaluation of institutional effectiveness. But the implication of performance assessment activities is far from smooth since it confronts different degrees of opposition and resistance from academics. Consequently, the active participation and meaningful input of academics are critical factors in the success of such performance assessment activities in university management. However, very few studies have looked into academics’ motivation to participate in performance assessments from the perspective of academics’ expectations. This study employs expectancy theory to evaluate some key factors that may motivate academics to participate in the performance assessments. This study finds out that academics generally consider gaining recognition or respect from others and getting personal career development to be the most attrac!
tive outcomes of participating in performance assessments. The least attractive outcomes of performance assessments, from the academics’ standpoint, are improving the teaching quality and getting promoted to leadership positions. It is concluded that academics’ motivation to participate in performance assessments is affected significantly by their expectations that they will be able to realize from their participation. Since academics’ willing participation is an essential antecedent of meaningful assessments to academics’ performance effectiveness for university managers or assessors, the practical suggestions at the end of this study could be taken into account as future performance assessment activities are designed, implemented and operated.
tive outcomes of participating in performance assessments. The least attractive outcomes of performance assessments, from the academics’ standpoint, are improving the teaching quality and getting promoted to leadership positions. It is concluded that academics’ motivation to participate in performance assessments is affected significantly by their expectations that they will be able to realize from their participation. Since academics’ willing participation is an essential antecedent of meaningful assessments to academics’ performance effectiveness for university managers or assessors, the practical suggestions at the end of this study could be taken into account as future performance assessment activities are designed, implemented and operated.