When qualitative productivity is equated with quantitative productivity: scholars caught in a performance paradox

Abstract

In this paper, we argue that, due to the increasing implementation of governance logic of entrepreneurial universities, there is a growing tendency within the public sector to equate qualitative productivity with quantitative productivity. This makes scholars behave less like Homo academicus and more like Homo strategicus and encourages them to pursue a gaming strategy and play safe. A performance paradox then occurs. Our aim is to provide a framework that examines causes of a performance paradox and analyses possible unintended behavioural effects on scholars. Drawing on case material from German universities and comprising data from 30 narrative interviews with university professors, we combine theoretical reasoning on performance measurement research and studies on dysfunctional effects with qualitative data analysis in order to elaborate causal patterns of a performance paradox and its dysfunctional consequences. By setting this research in the university governance context, our findings give a rather contradictory picture: due to the implementation of quantitative governance logics, scholars’ productivity may increase. Despite this, the implementation has dysfunctional effects on the progress of knowledge and innovations in the scientific community.