Performance measurement dimensions for lecturers at selected universities: An international perspective

Abstract

Orientation: The study was necessitated by the need to develop a generally accepted performance measurement dimension framework for lecturers at universities.

Research purpose: The aim of the inquiry was to investigate the performance measurement dimensions for lecturers at selected universities in countries such as South Africa, USA, UK, Australia and Nigeria. Universities were selected on the basis of their academic reputation – being the best in their respective countries or continents.

Motivation for the study: Whilst some studies mention certain attributes as important performance dimensions for the lecturer’s job, there was no scientific evidence to support this claim, hence the need for this study.

Research design: A quantitative research approach was adopted with the objective of casting the researcher’s net widely in order to obtain as much data as possible with the view to arriving at scientifically tested findings. A questionnaire was sent out to 500 academics and yielded a response rate of 36%.

Main findings: The study confirmed that a lecturer’s performance can be measured on the basis of seven performance dimensions and these dimensions, when tested, attracted a Cronbach Alpha reliability coefficient of above 0.70.

Practical and managerial implications: This study has the potential to equip the leadership at universities in South Africa with an empirically tested guideline for formulating policy on performance evaluation frameworks for the lecturing staff.

Contribution/value-add: The major contribution of this study has been its argument for performance measurement for lecturers in the higher education environment and also its confirmation of the seven postulated performance measurement dimensions for lecturers.