Productivity in academia: An assessment of causal linkages between output and outcome indicators

Abstract

Purpose

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.

Citation

Wamala, R. and Ssembatya, V.A. (2015), "Productivity in academia: An assessment of causal linkages between output and outcome indicators", Quality Assurance in Education, Vol. 23 No. 2, pp. 184-195. https://doi.org/10.1108/QAE-01-2014-0002