The Impact of Key Performance Indicators on Faculty Research in Higher Education

This study investigates the effectiveness of key performance indicators (KPIs) in evaluating the research contributions of academic staff in Uzbekistan, aiming to provide a nuanced understanding of faculty performance assessment. Employing a mixed-methods approach, the research integrates quantitative bibliometric analysis of publication data from 500 faculty members with qualitative interviews from 30 academics. The quantitative analysis focuses on metrics such as total publications, citation counts, and h-index scores, while the qualitative component explores faculty perceptions regarding the influence of KPIs on their research activities and career development. The analysis reveals significant variability in research productivity, with faculty averaging 12.4 publications and 110.2 citations. Econometric modeling indicates a strong positive correlation between publication metrics and citation impact, suggesting that higher publication output enhances academic visibility. Qualitative insights highlight the pressures of a "publish-or-perish" culture, which adversely affects research quality and faculty morale, particularly in contexts with limited institutional support. This research contributes to the discourse on academic performance evaluation by emphasizing the limitations of traditional metrics and advocating for a more holistic assessment framework. It highlights the need for higher education institutions to consider both quantitative and qualitative measures to better reflect the complexities of academic contributions in Uzbekistan.