Exploring faculty perceptions of research motivation in Omani higher education

This study examines faculty members’ motivation to conduct research in higher education institutions (HEIs) with reference to their own experiences of varying levels of motivation in different institutional settings. Drawing on the existing literature which associates staff motivation with research production, it endeavours to determine how faculty members view key motivational forces in Omani HEIs. The study utilized qualitative research with thematic analysis; semi-structured interviews with 30 faculty members from three departments at UTAS-A were conducted, leading to several key findings. It was concluded that faculty members perceive individual characteristics as influential factors impacting research productivity, with personal interest and prior experience playing significant roles, especially among late-career professors. However, challenges in balancing research with other responsibilities, inadequate institutional support, and heavy teaching loads hinder research efforts. Despite positive attitudes towards research, concerns about administrative constraints and insufficient resources persist, impacting motivation and productivity. Institutional and individual factors are crucial in facilitating research activities, with research capability dependent on institutional support, self-efficacy, and self-confidence. The case study was capable of demonstrating a dual-approach that cohesively expands the current state of research motivation and its impact on research productivity in applied science faculties in the Sultanate of Oman from both institutional and personal perspectives. The study also outlined factors prove critical for researchers at Oman’s HEIs, emphasizing the need for collective efforts in establishing a supportive research environment and incentivizing high-quality research production that motivates faculty members in Oman to conduct more research and perceive the concept of researchproductivity as an inseparable aspect of their academic duties within higher education.