Productivity in academia An assessment of causal linkages between output and outcome indicators
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Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Quality Assurance in Education
Abstract
The purpose of this paper is to investigate causal linkages between output and outcome
indicators of productivity in academia.
Design/methodology/approach – The duration of teaching service and the number of graduate
students supervised to completion were adopted as output indicators of productivity. Equivalent outcome
indicators were the number of (co)authored books (including book chapters and monographs) and journal
articles, respectively. In the investigations, a structural equation modeling approach was adopted.
Findings – The number of students supervised to completion directly impact the number of
(co)authored articles (p 0.05). The duration of teaching service indirectly influences (co)authored
articles by directly impacting the number of students supervised to completion (p 0.05).
Research limitations/implications – The causal linkages between the indicators of productivity
are an indication of the level of research activity of academia. However, the study does not provide an
exhaustive assessment of all indicators of productivity in academia.
Originality/value – Unlike literature on the subject area that is focused on factors influencing
productivity in academia, this study demonstrates casual relationships between the indicators of productivity.
Description
Keywords
Academic staff, Performance indicators, Productivity
Citation
Wamala, R., & Ssembatya, V. A. (2015). Productivity in academia: An assessment of causal linkages between output and outcome indicators. Quality Assurance in Education. DOI 10.1108/QAE-01-2014-0002