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Performance Evaluation, Social Influence and Academics’ Performance Behaviours
This study examines academics’ perceptions about their institutions’ performance evaluation (PE) focus and the influence these perceptions have on academics’ attitudes and subsequent behaviours. A survey of more than 1,000 New Zealand (NZ) academics finds that academics who perceive their universities’ PE systems as outcome focused are more likely to exhibit compliant behaviours. In contrast, when universities’ PE systems are perceived as being values-driven and supportive of collegiality, the academics exhibit internalised behaviours. Not only do these findings show that different PE systems are associated with different performance behaviours, but the results further show that academics with internalised attitudes score higher in research assessments than academics with compliance-based attitudes.