Abstract
Expectations and the way they are communicated can influence employees’ motivation and performance. Previous research has demonstrated individual effects of workplace climate and individual differences on faculty productivity. The present study focused on the characteristics of institutional performance standards, evaluation processes and performance‐responsive measures of academic departments in research universities, as articulated in institutional and departmental annual evaluation and promotion‐tenure specifications. The faculty performance evaluation standards and review processes of 62 academic departments in 23 research universities in 13 US states were examined for clarity, consistency and performance‐relevant elements. These characteristics were analysed through the lens of theories demonstrated as influential by previous workplace research. The similarities and differences of faculty performance standards, and the explicit and implicit messages they communicate, are discussed.
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