Faculty Segmentation in Higher Education: Evidence from Factor and Cluster Analyses Across Different Governance Contexts in Public and Private Universities
Faculty Segmentation in Higher Education: Evidence from Factor and Cluster Analyses Across Different Governance Contexts in Public and Private Universities

Summary/Abstract: Performance measurement systems (PMS) have become central governance instruments in contemporary public sector organizations, including universities. In higher education, these systems shape how academic performance is evaluated and how institutional priorities are implemented. Using survey data from 557 faculty members at public and private universities in Lebanon and Kuwait, the analysis identifies six dimensions that influence faculty perceptions: institutional engagement and values, rewards and recognition systems, HRM practices and faculty development, technological readiness and system effectiveness, research productivity and collaboration, and perceived organizational barriers. Hierarchical and K-Means clustering reveal three faculty profiles: engaged and productive faculty, satisfied but cautious faculty oriented toward stability, and autonomous researchers facing institutional constraints despite strong interest in professional development. Although similar cluster structures appear across countries, sectoral differences emerge between public and private institutions. The findings show that performance measurement systems operate as governance arrangements whose effects depend on institutional design and administrative structures, contributing to debates in public administration on performance regimes and professional motivation in hybrid public organizations

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