ABSTRACT
The study of research performance management has always been the focus of academia, the evaluation of research performance and the antecedents of research performance are always hot issues of theoretical research. However, few scholars have discussed the meaning of the research performance, the vast majority of scholars believe that the research performance is a series of scientific research achievements, including research projects, published papers, academic monograph, rewards, economic value of scientific research, and so on (Giovanni et al. 2011). In fact, this is a performance point of view based on the perspective of scientific research results (Giovanni et al. 2013). With the development of the theory of performance management, more and more scholars began to realize the deficiency of performance point of view based on results. They think that the result of work will be aected by many factors, the eect of individual has been just one of them, so it will be unfair to evaluate the employee’s job performance completely from the perspective of the work results, in many cases, the cause of the unsatisfactory work result is the deterioration of the external environment (Neal & Grin 1999). At the same time, too much emphasis on the result of the work can cause employees to pursue short-term interests, and ignore the concrete manifestation of employees in the process of work, it will be unconductive to performance improvement. Because of the deficiency of result performance view, the researchers started to explain the connotation of performance from another perspective, in these
studies, the concept of performance based on behavior is one of the most influential point of view, and the performance is defined as a series of employees’ behavior which is beneficial to the organization. This study believes that if we understand the research performance as a series of scientific research achievements, such as projects, papers, monograph, it will be unconductive to our objective and accurate evaluation of research performance, and the teachers’ subjective eort and cooperation behavior should also be incorporated into the concept and category of research performance, it is necessary to extend the connotation of the research performance. This paper uses the related theories of behavior performance and redefines the connotation of research performance from two aspects of behavior and results, and on this basis, the dimensions of research performance are analyzed.
