Publication record
Institutional climate, size, and culture in relation to academic staff teaching, community service, and research performance in Nigerian universities
Abstract
Academic staff play a central role in fulfilling the teaching, research, and community service missions of universities, yet their performance may be influenced by institutional conditions. This study examined how the relationships between institutional climate, culture, and perceived institutional size influence academic staff performance in teaching, research, and community service within universities in Cross River State, Nigeria. An ex post facto cross-sectional design was adopted, with data collected from 449 lecturers across three public universities using validated instruments assessing institutional characteristics and job performance. Multivariate analyses of variance were employed to examine differences in performance outcomes across institutional conditions. Results indicated that institutional climate was significantly associated with academic staff performance (Pillai's trace = 0.691, F (6, 890) = 78.30, p < .001, partial $$² = 0.345), with more supportive climates corresponding to higher self-reported teaching, research, and service engagement. Perceived institutional size was also significantly related to performance outcomes (Pillai's trace = 0.672, F (6, 890) = 75.11, p < .001, partial $$² = 0.336), while institutional culture demonstrated the strongest multivariate association (Pillai's trace = 0.737, F (6, 890) = 86.52, p < .001, partial $$² = 0.368), particularly in institutions characterized by collaborative norms. The findings suggest that institutional climate, culture, and size are meaningfully associated with variations in academic staff performance within the Nigerian university context. These findings support the importance of internal organizational conditions in shaping staff engagement, while highlighting the need for cautious interpretation given the cross-sectional and self-reported nature of the data.
Keywords
higher education,job performance,multivariate,research productivity,teaching effectiveness