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The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance.

For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses.

The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers.

This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.

The purpose of this study is to determine the level of job satisfaction, turnover intentions and performance of Nigerian polytechnic lecturers with PhDs and to empirically examine the relationship between them.

This study adopted a descriptive correlational research design. Thus, an online self-reported questionnaire was used to gather primary data from a purposively selected sample of 167 Nigerian polytechnic lecturers with PhDs. Descriptive statistics and PLS-SEM were employed to analyse the data collected.

Descriptive results showed a low level of job satisfaction, high level of turnover intention and moderate level of performance of Nigerian polytechnic lecturers with PhDs. The structural model indicated a significantly positive link between job satisfaction and performance of Nigerian polytechnic lecturers with PhDs. Additionally, further analysis showed significantly negative links between job satisfaction and turnover intentions and between turnover intentions and performance of Nigerian polytechnic lecturers with PhDs.

There is a paucity of empirical studies on the impact of turnover intention on employee performance, particularly in the Nigerian context. This study provides empirical evidence of the negative impact of turnover intention on lecturer performance in the Nigerian context. Importantly, the findings of this study provide insights into the fundamental issues, which underlie the brain drain of lecturers in higher education institutions, especially in developing countries.

The relationship between participation and job performance has captured the interest of not only business researchers but also education researchers. However, the topic has not gained significant attention in the educational management research arena. The purpose of this paper is to empirically examine the impact of participation in decision making on lecturer performance in higher education.

Mail survey was used to collect the data. Open‐ended questionnaires were distributed to the lecturers in Yogyakarta Province in Indonesia. A total of 347 usable questionnaires were obtained which is about 46.3 percent rate of return. Factor analysis was used to identify the constructs. All Cronbach's alpha values are more than 0.7 and factor loading is more than 0.50. Regression analysis was employed to test research hypotheses. In addition, t‐test and ANOVA test were also conducted to investigate the different impact of demographic data on the job performance of the lecturers.

This study finds that participative decision making and academic rank have significant effect on lecturer performance. This finding implies that involving lecturers in educational decision making would be useful to improve not only lecturer performance but also organizational performance. In addition, among all demographic variables taken into account, only academic rank significantly affects lecturer performance.

This study assumes constant the reward system and performance appraisal factors that might affect the relationship between participation and lecturer performance. The research findings urge the Indonesian government to immediately set an order of a participative decision making system to facilitate the realization of a better quality of Indonesian higher education performance.

Participative decision making is a tool to align an organization's vision and a lecturer's objectives. The higher the level of lecturer's participation in decision making the higher the lecturer's commitment to the organization's vision and the higher the lecturer's performance will be.

There is an increasingly growing interest in treading beyond the traditional university goals of teaching and research to focus on their contribution to society through knowledge transfer (KT) performance activities. This paper aims to determine how performance management systems (PMSs) encourage lecturers to engage in the transfer of knowledge from higher education institutions (HEIs) to society.

This study is based on a sample of 3,812 Spanish university lecturers surveyed about different PMS tools – strategic plans, budgeting, meetings and reward systems – and different KT activities – research and development contracts, patents, extended patents, licenses, services and spin-offs – for the 2011–2016 period. A logit model was applied for the statistical analyzes.

As expected, enabling the use of these tools generally increases the probability of producing KT while only in some cases does coercive use reduce it. Moreover, combining enabling and coercive uses does not increase the likelihood of KT performance.

University policymakers and managers should reduce the gap between KT and research and teaching by, for example, examining the effects of their performance management practices on scholars’ perceptions and their subsequent behavior.

Despite previous literature states that coercive use decreases performance, the authors reveal that this is not the case for KT performance in HEIs. According to the findings, a specific record of KT, i.e. a coercive strategic plan tool, has a consistently positive effect on all four KT activities as follows: R&D contracts, patents, extended patents and licenses.

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

A survey is administered to lecturers and students in a large‐scale university in Taiwan. Valid samples include ten lecturers and 250 students. Upon obtaining consensuses from lecturers, 25 students in each course are randomly selected to fill out questionnaires. Lecturers are requested to fill out questionnaires designed for instructors only. Factor, cluster, and multivariate analyses of variance are applied in analyzing the survey data. Five dimensions of evaluations of teaching are extracted from students' viewpoints, including content of materials, learning condition, interaction, attitudes, and responsiveness. These five factors are used in the clustering procedure to segment courses into superior‐ and inferior‐quality.

Results indicate surveyed students in the clusters of superior‐ and inferior‐quality courses have statistical differences in seriousness of evaluations of teaching performance and how they believe the suggestions will be taken into consideration in modifications of teaching styles. However, lecturers of superior‐ and inferior‐quality courses are not statistically different in their viewpoints in how they value evaluations of teaching performance.

Survey data in this paper are obtained from a single university. Students are able to distinguish courses of different quality in various dimensions, but lecturers seem to believe that they have done well in teaching and will not know differences in teaching performance perceived by students as of superior‐or inferior‐quality.

For efficient utilization of student evaluations of teaching in educational institutions, gaps in perceived differences in teaching performance from lecturers and students need to be identified and filled.

End‐of‐term student evaluations of teaching are used in educational institutions for assessing how well instructors do in helping students to learn theoretical and practical aspects of knowledge. Findings in this paper can be used to form a baseline for educational institutions to improve applicability of student evaluations of teaching.

The purpose of this paper is to know the effect of organizational citizenship behavior (OCB) moderating the effect of personality, organizational commitment, and job satisfaction on the performance.

This research was conducted in the city of Makassar with the entire population as a lecturer with the status as a permanent lecturer foundation. By using the formula, Slovin found a sample of 295 respondents. Statistical analysis of inferential used to test the hypothesis of the research is structural equation modeling (SEM).

OCB is the moderator variable in effect between personality, organizational commitment and job satisfaction on the performance. It means that the higher value of OCB affects the increasing effect of personality, organizational commitment and job satisfaction on the performance.

This paper’s originality is shown on variables used, which are personality, organization commitment, job satisfaction, OCB, and performance. Furthermore, the method used in this research is using SEM, as well as the investigator sites located at two private colleges in the city of Makassar, namely, Indonesian Muslim University and Muhammadiyah University Makassar, South Sulawesi, where there are no previous studies that discuss the same topic on these locations.

The purpose of this paper is to investigate value co‐creation in assessing higher education (HE) teaching quality by acknowledging the influence of all interacting parties: teachers, students and general university service. The paper questions the appropriateness of student satisfaction surveys for assessing lecturer performance.

By introducing co‐creation and interaction between several stakeholders the paper deals with a complex problem which is best addressed through multiple approaches. The paper uses a literature review of HE quality together with empirical case study research of one university based on data from documents, student surveys and interviews with lecturers. The data are interpreted in the light of the recent theory of service (S‐D) logic and many‐to‐many marketing.

The paper highlights the complexity of HE service and recommends that EHEA assumes a co‐creation perspective. Resources are provided by lecturers, students and university service which require an interactive approach through which the parties integrate these resources. The information asymmetry between lecturers and students invalidates student satisfaction surveys as an instrument to assess teaching quality. The complexity of HE teaching cannot be boiled down to a single number that forms the ground for comparison between lecturers.

The paper offers a more valid perspective on HE quality by applying the concepts of value co‐creation and resource integration. It shows that the current one‐sided student evaluation of teachers is inadequate.

The pupose of this paper was to determine the influence of organizational culture on the performance of employees.

The study was carried out on non-lecturer employees at the University of Mercu Buana with a population amounted to 148 people. Sixty respondents were chosen as samples, determined through proportional random sampling. The analytical tool used was SPSS version 22.

The results show that that there is a significant influence in partial engagement and mission on the performance of non-lecturer employees. On the contrary, two variables, consistency and adaptability, partially do not have significant influence on the performance of employees at the University of Mercu Buana. Simultaneous testing on variables, namely, involvement, consistency, adaptability and mission, has significant influence on the employee’s performance.

The results of the study indicate that consistency and adaptability do not have any influence on the employees’ work performance in the context of higher education institution.

This paper aims to describe an internal quality enhancement system based on peer reviewing and summarizes the first results of application at the Budapest University of Technology and Economics Faculty of Economic and Social Sciences.

A peer review framework has been developed to evaluate and further develop the teaching programs and practices. The questionnaire-based peer review program included 22 courses and involved almost 100 lecturers. Peer review outcomes are completed by end-of-semester student course evaluations.

The results allow us to map differences between lecturers and courses and to identify correlations between the assessment criteria applied for peer reviewing.

The implemented framework implies individual, faculty and organizational development to enhance a deeper understanding of how to create quality in teaching programs and processes. Secondly, the peer review program contributes to the establishment of a learning community with a growing common understanding of what is considered good quality in business education.

The paper is valuable as a guide to faculty management wishing to implement a peer review framework within their own institution. The novelty of the presented approach is that it focuses on a semester-long teaching performance including classroom performance, course outlines, teaching materials, course requirements and processes and means of student performance assessments.

Organizational citizenship behavior involves behaviors that support an organization. However, such behaviors are not normally set out in an individual's job description. These behaviors normally exceed the minimum role requirements of the job and are not easily enforceable, thus performing them is usually at the discretion of the individual (Organ, 1997). This study seeks to examine the relationship between the demographic variables and organizational citizenship behavior among lecturers in community colleges that have been established by the Ministry of Higher Education in Malaysia. The variables consist of gender, age, educational level, recruitment status, length of service with the organization, tenure, job classification, and intention to leave the service.

A review of literature produced a list of 59 organizational citizenship behaviors. This list was then sent to 10 educational experts in the community colleges. After identifying the most important organizational citizenship behaviors, the experts then ranked the importance of each of the behaviors. This resulted in 36 organizational citizenship behaviors being selected for the formulation and development of the questionnaire. A pilot test of the questionnaire showed a Cronbach's alpha value of .93. The questionnaire was then distributed to 762 lecturers in 14 community colleges throughout Malaysia. A factor analysis showed three important dimensions of organizational citizenship behaviors emerged from the study. It includes: helping behavior, sportsmanship, and organizational compliance. Next, the study examined the impact of demography on organizational citizenship behavior. The findings of the study are discussed along with implications and directions for future research.