HRM and Research Performance in the Higher Education Context: Evidence from European Countries

Abstract

This study examines the linkage between HRM practices and individual research performance in the higher education context. Guided by AMO theory, we identify ability-, motivation- and opportunity-enhancing HRM bundles specifically for the higher education context and we hypothesize their positive influence on both proximal HRM outcomes (research-oriented knowledge, skills and abilities (KSAs) and self-efficacy to conduct research) and distal HRM outcomes (individual research performance). We tested our hypotheses on a sample of 243 academics from European higher education institutions, matching survey and archival data using the Scopus database of scientific publications. The results of the study show that HRM strengthens self-efficacy to conduct research, which, in turn, affects research performance. Ability and opportunity-enhancing HRM practices positively affect individual research performance. Opportunity-enhancing HRM practices increase self-efficacy, which in turn has a positive effect on individual research performance. The study reveals the importance of self-efficacy to conduct research as a mediating mechanism in the relationship between HRM and research performance. We discuss the implications for theory and practice, note the limitations and suggest future research directions.