The role of performance management systems on the technical efficiency of academics in public higher education institutions in KwaZulu-Natal

Abstract

This study aimed to investigate the role of performance management systems on the technical efficiency of academics in public higher education institutions in KwaZulu-Natal. A cross-sectional study was conducted to assess the outcome and exposures of the research participants simultaneously. The mixed methods approach was utilised to collect and analyse the quantitative and qualitative data. The study involved academic staff at the University of Zululand, University of KwaZulu-Natal and Durban University of Technology. Questionnaires and interviews were used to collect primary data from the research participants. Quantitative data were collected from 170 respondents who were mobilised through stratified sampling method, while the qualitative data were collected from 12 participants through a purposive sampling approach. The quantitative data was analysed using SPSS, 27, whereas the qualitative data was analysed using NVivo, version 13. Statistically, Pearson's correlation and linear regression were performed to assess the relationship between performance management systems and technical efficiency among academics in public higher education institutions in KwaZulu-Natal. The results showed that while Pearson's correlation indicated a strong positive relationship between the performance management system implementation and academic's technical efficiency, the linear regression results showed no relationship between the implementation of the performance management system and academic research efficiency. Pearson's and linear regression results indicated no positive relationship between PMS implementation and academic efficiency research. Moreover, Pearson's correlation and linear regression results revealed no positive relationship between PMS implementation and teaching within South African higher education institutions, and no positive correlation between the implementation of PMS and other academic or service-related activities. By contrast, the qualitative findings indicated that implementing a performance management system impacted academics’ technical efficiency in terms of teaching and learning, other related academic activities, and research and innovation. This study contributes to the body of knowledge by determining how performance management systems impact academics’ technical efficiency in higher education institutions. Theoretically, the study contributes to the theory and practice regarding employees' perceived effectiveness of the performance management system toward improving academics’ technical efficiency.