Current developments at higher education institutions and interview-based recommendations to foster work motivation and work performance

Abstract

Providing empirically-based recommendations on how to improve scholars’ individual work motivation and work performance is important, for example, to foster the research output of higher education institutions and, thus, to strengthen innovation-based economies that heavily rely on the generation of scientific knowledge. Therefore, we conducted twelve semi-structured interviews with individuals working in different positions of higher education and research institutions to gain deeper insight into current undesired developments in higher education institutions and to provide empirically informed recommendations. Our interview data indicate the following major results: (1) deficient funding is especially often cited by Ph.D. students as the most significant current undesirable development at higher education institutions. (2) At the chair level, good leadership style (e.g., constructive feedback) and interpersonal acknowledgment may motivate and enhance performance, whereas at the faculty level, conducive framework conditions (e.g., the provision of laboratories) and cooperation (e.g., exchange between researchers, chairs, faculties) may increase motivation and performance. Finally, at the institutional level, appropriate organizational structures (e.g., decentralized responsibility and autonomy) and an appropriate leadership culture (e.g., creating trust) may foster motivation and performance.