An Assessment of High-Performance Work System Theory Towards Academic Development, Work Environment and Promotion in Higher Education: A Thailand and International Comparison

Abstract

Performance and promotion are a natural progression for faculty in an academic environment and the growth of an institution. This study examined High-Performance Work Systems (HPWS) as a framework for academic development, work environment, and promotion among faculty in higher education. A mixed-methods approach employed both quantitative tools with an administered survey and qualitative interactions using the interview process. Participants were recruited using a systematic and random sampling approach of faculty in Thailand and selected international institutions. Four hundred and sixty-three participants, including 236 from Thailand and 227 from international institutions, completed the survey with 20 participants from each of Thailand and international institutions involved in interviews. HPWS as a theoretical framework in the academic environment was associated with academic development and promotion (p<0.001). Differences were identified in the performance indicators and promotion criteria between Thailand and international participants. Social inequality, disproportionate administrative decision-making, and wellness towards promoting a healthy work and life balance emerged as central themes. Study findings consistent through comparative literature, statistical testing, and saturation of interview responses revealed that HPWS as a theoretical framework in human resource management applies to academic development and promotion experiences in higher education.