Abstract
In a context of increasing emphasis on academic performance and accountability, data from a structured survey in which academics elaborated on eight different attributes of high‐performing researchers were used to build a conceptual model of research performance. Research performance was seen to comprise two basic components, with six secondary level dimensions and a range of potential indicators. Four essential (necessary and sufficient) dimensions, relating to the research activity component of research performance, were: engagement, task orientation, research practice and intellectual processes. Two alternative dimensions (of which at least one is necessary) relating to the performance, or making research visible, component of research performance were dissemination and collegial engagement. Research performance was seen to occur within conditions provided by an institutional context (education and training; opportunity and resources), and to bring about a range of outcomes (product, impact and reputation).
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