Lecturer performance in focus: An extensive systematic literature review and analysis

Abstract

Orientation: Job performance is a critical aspect of the workplace, and understanding the existing literature in this domain is of paramount importance.Research purpose: This study aims to comprehensively analyse the body of research on job performance, encompassing publications available in Scopus until 2023.Motivation for the study: The motivation behind this research is to employ bibliometric methods utilising R Biblioshiny to identify pivotal research questions and conduct social network analysis using VOSviewer for structural visualisation.Research approach/design and method: A meticulous screening process was employed to include 670 relevant journals. The study encompasses various facets, such as annual scientific production, influential sources, local impact (H-Index) of sources, temporal trends in source production, author productivity over time, local impact H-Index of authors, pertinent affiliations, corresponding authors’ countries, the most globally cited documents, thematic mapping and network visualisation.Main findings: The analysis of the literature revealed a complex network of variables within work performance. Notable aspects include work engagement, employee performance, task performance, organisational citizenship behaviour and personality traits.Practical/managerial implications: This research provides insights that can inform both practitioners and managers. It sheds light on the intricate web of factors that influence job performance, offering a foundation for improved workplace strategies and policies.Contribution/value-add: This study significantly contributes to the existing academic corpus by synthesising and visualising the intricate landscape of lecturer performance, filling a substantial gap in job performance research. The findings offer valuable insights for future studies, policymaking and managerial practices, contributing to enhanced work-related outcomes and strategies, particularly in the context of academia.