Impact of Employee Motivation on Performance in Namibian Higher Education: A PRISMA Model Study

Article Views: 293

¹ Nikodemus Angula

¹ Governance and Management Sciences, Namibia University of Science and Technology, Windhoek, Namibia

Abstract: This study investigates the impact of employee motivation on performance in Namibian higher education institutions using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model. A systematic review of literature from 1964 to 2023 was conducted, drawing from databases including Google Scholar, ERIC, and PubMed. The review focused on studies examining motivational factors, performance outcomes, and their interrelation within higher education contexts. Grounded in key motivational theories, Self-Determination Theory, Expectancy Theory, and Equity Theory, the study explores how intrinsic and extrinsic motivators influence employee outcomes. The PRISMA framework was used to assess literature based on relevance, methodological rigor, and applicability to Namibian institutions. A simple linear regression model guided the analysis of relationships between variables. Findings indicate that motivation significantly affects employee performance, with factors such as job satisfaction, leadership style, and institutional culture playing crucial roles. The PRISMA model proved effective in categorizing and understanding these influences. Recommendations include adapting motivation strategies to institutional needs and refining the PRISMA model for the Namibian context.

Keywords: Employees motivation, Prisma Model, Namibia higher education

Introduction

In today’s competitive world, the success of any organisation, including higher education institutions, heavily relies on the performance and dedication of its employees (Đorđević, Ivanović-Đukić, Lepojevic, & Zbiljić, 2020). This makes employee motivation play a pivotal role in influencing the quality of work, productivity, and overall organisational success. This paper delves into the effect of motivation on employee performance in the context of Namibian higher education, utilising the Prisma model to explore the intricate relationship between motivation and performance.

Namibia’s higher education sector has undergone significant transformations in recent years, adapting to the evolving demands of a globalized knowledge economy (Jellenz, Bobek, & Horvat, 2020). As these institutions strive for excellence in teaching, research, and community engagement, it becomes imperative to recognise the essential role of motivated employees in achieving these goals. A highly motivated workforce is more likely to demonstrate increased job satisfaction, commitment, and innovation, leading to enhanced overall performance and greater institutional success (Nugroho, 2022).

The Prisma model serves as an analytical framework to assess the multidimensional aspects of motivation and its direct and indirect influence on employee performance in Namibian higher education. Prisma, short for “Process-Relevant Integrated System Model of Motivation and Action,” is a comprehensive and dynamic approach that accounts for various factors contributing to employee motivation (Drigas, 2023) These factors may include personal attributes, organisational culture, leadership styles, incentives, career growth opportunities, and the perception of fairness within the organisation (Rahman, Saadah, & Hasan, 2021). Therefore, by employing the Prisma model, this study aims to shed light on the complex interactions between motivational factors and employee performance in the Namibian higher education landscape. Understanding these relationships is vital for education leaders, administrators, and policymakers to devise targeted strategies that effectively boost employee motivation and ultimately elevate institutional performance. Moreover, through an in-depth exploration of motivational drivers and their impact on the behaviours and outcomes of employees, this research will contribute valuable insights into developing and implementing evidence-based policies and practices. As a result, higher education institutions in Namibia can foster a supportive and inspiring work environment that empowers employees to reach their full potential and, in turn, promotes the overall advancement of the education sector.

In conclusion, this study seeks to uncover the significance of motivation as a determinant of employee performance in Namibian higher education. By leveraging the Prisma model’s analytical power, it aims to provide a holistic understanding of the motivational dynamics within the sector, thus paving the way for informed decision-making and sustainable growth in educational institutions across the country.

The main objective of the study

The main objective of the study was to investigate the impact of employee motivation on performance using the Prisma model in Namibian higher education using existing literature.

The sub-objectives of the research were to:

To determine the impact of employee motivation on performance using the Prisma model in Namibian higher education using existing literature.

Hypothesis

H0-There’s no relationship between the impact of employee motivation on performance using the Prisma model in Namibian higher education using existing literature.
There’s a relationship between the impact of employee motivation on performance using the Prisma model in Namibian higher education using existing literature.

The study research model

The research model for this study was represented by the simple linear regression model:

Y = β0 + β1 X1 +β2 X2 + β3 X3; where Y = employee motivation, X1 = performance; X2= employee motivation; β = gradient of the slope; β0 = intercept of the graph on the y-axis; Y is the outcome variable and from X1 represents the independent variables.

Literature review

Numerous studies have shown that higher education staff members in Africa are only likely to be motivated when their well-being, working environment, and pay are adequately considered. Although it is clear that intrinsic and extrinsic motivation differ from one another, scholars contend that these two types of motivation also influence one another (Nduka, 2016). Deci (1972) asserts that extrinsic motivation may sometimes overshadow inner motivation. Deci (1972) further contends that when money is managed in a contingent manner, intrinsic drive is diminished. But if the funds are disbursed unconditionally, this event will not take place. In response to this debate, Amabile (1993) notes that while extrinsic motivation can act as a hindrance to intrinsic motivation, it can also serve as a reinforcer: “Once the extrinsic motivation scaffolding is addressed, intrinsic motivation can result in high levels of performance and satisfaction in any organisation.

Theoretical literature

Employee motivation

Many studies have been conducted on motivation. The three most important theories of motivation that emerged in the middle of the 20th century were Vroom’s expectancy theory (1964), Herzberg’s two-factor theory (1959), and Maslow’s hierarchy of needs (1943). These studies focused on two topics: general motivation and, in particular, employee motivation. Different definitions of motivation were given in years past. For example, Herzberg (1959) described employee motivation as carrying out a task connected to their job because they feel compelled to. Most people would agree that there are two types of employee motivation: intrinsic and extrinsic (Staw 1976, 49–52). Staw notes that Herzberg’s two-factor theory was among the earliest attempts to draw that distinction. However, the discussion of intrinsic vs. extrinsic motivation is largely confined to more recent times (e.g., Deci & Ryan, 2000; Amabile, 1993).

Empirical literature

The study conducted by Bredenkamp et al., (2023) was about scoping review that provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning. The study used a scoping review and MAAS.

The study done by Njonge, (2023) used a sample of 143 respondents which included Professors, Top Admin staff, Lecturers and supporting staff members of the selected private universities of Lusaka district. The study employed a mixed approach of both qualitative and quantitative methods to gather information and analyze data. Data was collected using both Primary and secondary. Data was collected using. Questionnaires enabled the researcher to be consistent in asking questions and the data was easy to analyze. Both open-ended and closed questions were designed for this purpose. Data was analyzed using Statistical Package for Social Science (SPSS) version 22.

The study done by Montenegro-Rueda et al., (2023) used Inclusion and Exclusion Criteria on the literature review. The study used Search Strategy and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA. Inclusion and Exclusion Criteria in the literature review were used.

The study done by Alonso et al., (2023) A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analysed. The four PRISMA-recommended phases were used.

In the study done by Fahriana & Sopiah, (2022) A total of 147 data were filtered with data inclusion criteria so that 30 data were obtained according to the eligibility standard. Obtained from the results of this study that work motivation greatly influences a person’s performance, both intrinsic and extrinsic motivation as well as intrinsic and intrinsic motivation simultaneously. The preparation of this study uses the Preferred Reporting Item for Systematic Review and Meta-Analysis methods from several studies that have a relationship with the influence of work motivation on employee performance. Inclusion and Exclusion Criteria on literature review.

The study done by Atiku & Ganiyu, (2022) examined employees’ perceptions towards flexible work options in times of crisis in institutions of higher learning operating in Namibia. This study adopted a cross-sectional survey following a quantitative approach, using a structured questionnaire to gather information from the participants. The target population (956) of this study comprised academics and administrative staff working in the participating institutions. Data were analysed from a sample of 465 respondents using the Chi-square test of independence and the Mann–Whitney test to test the research hypotheses. Results show that academic staff position is positively associated with attitudes towards specific flexible work options in times of crisis. Findings further indicate a significant association between gender and attitudes towards ‘early start-normal go, then Friday afternoon off’. Insights from the research findings could be used to improve the implementation of flexible work options in the post-pandemic period. The study offers a perspective on the attitudes towards flexible work options in higher education institutions during a pandemic.

The study done by Bredenkamp et al., 2023) was about a scoping review that provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

Theoretical framework

The paper adopted the theoretical framework for studying the effect of motivation on employee performance using the Prisma model in higher education in Namibia. This framework helped to guide the research and provide a comprehensive understanding of the motivational factors that influence employee performance within the higher education context.

Self-Determination Theory (SDT): The Self-Determination Theory posits that individuals have innate psychological needs for autonomy, competence, and relatedness. In the context of higher education employees in Namibia, understanding how these needs are met or hindered can influence their motivation levels and subsequent performance outcomes. The Prisma model will help identify how the fulfilment of these basic psychological needs aligns with specific motivational factors and impacts employee performance.

Expectancy Theory: Expectancy Theory suggests that individuals are motivated by the expectation that their efforts will lead to desired outcomes and rewards. In the higher education sector, this theory can be applied to investigate how employees perceive the link between their performance efforts, the outcomes they desire (e.g., recognition, career growth), and the Prisma model’s role in shaping these perceptions.

Goal-Setting Theory: The Goal-Setting Theory emphasizes the importance of specific and challenging goals in enhancing motivation and performance. In the context of Namibian higher education, exploring how the Prisma model can be utilized to set clear and meaningful goals for employees and align these goals with institutional objectives can shed light on the impact of motivation on their performance.

Social Exchange Theory: Social Exchange Theory proposes that individuals engage in a reciprocal relationship with their organizations, where they invest effort and dedication in exchange for rewards and benefits. Applying this theory alongside the Prisma model can help understand how motivational factors contribute to the quality of the social exchange, affecting employee commitment, loyalty, and performance.

Job Characteristics Model: The Job Characteristics Model highlights the importance of certain job characteristics (such as skill variety, task identity, autonomy, feedback, and significance) in influencing employee motivation and satisfaction. By integrating the Prisma model, researchers can identify how these job characteristics interact with other motivational factors and ultimately impact employee performance in Namibian higher education.

Equity Theory: The Equity Theory proposes that individuals compare their inputs and outcomes with those of their colleagues and expect a fair distribution of rewards relative to their efforts. In the context of Namibian higher education, applying the Prisma model can help identify factors influencing employees’ perceptions of fairness and equity, impacting their motivation and performance.

Organisational Culture and Climate: Exploring the influence of organizational culture and climate on motivation and performance is crucial in the higher education context. Integrating the Prisma model can help analyse how certain cultural aspects, such as support for innovation, teamwork, and learning, impact employee motivation and their subsequent performance outcomes.

By adopting this theoretical framework, researchers gained a holistic understanding of the complex relationship between motivation and employee performance in Namibian higher education institutions. The Prisma model serves as an integrated system that can help identify and analyse the interplay of various motivational factors and their direct and indirect effects on employee performance, contributing to informed decision-making and the development of effective strategies for enhancing employee motivation and overall institutional success.

Conceptual framework

The relationship between the independent and dependent variables is explained by the conceptual framework shown in Figure 1 below. The following are the ways in which independent and dependent variables influence each other.

Figure 1: Conceptual framework on the impact of employee motivation on performance

Source: Researcher’s own conceptualisation

Research Methodology – Materials and Methods

The purpose of this systematic review is to examine the effect of motivation on employee performance in the context of Namibian higher education, utilising the Prisma model as the guiding framework. By systematically analysing existing literature, this study aims to provide comprehensive insights into the factors that influence employee motivation, its impact on performance outcomes, and how the Prisma model can be employed to better understand these relationships.

Research Questions: The systematic review will be guided by the following research questions: a. What are the key motivational factors affecting employee performance in Namibian higher education institutions? b. How does motivation influence employee performance in the higher education sector in Namibia? c. To what extent can the Prisma model enhance our understanding of the relationship between motivation and employee performance in this context?

A comprehensive search strategy was developed to identify relevant studies. Electronic databases such as Google Scholar, PubMed, ERIC, and institutional repositories were searched using a combination of keywords and controlled vocabulary related to “motivation,” “employee performance,” “higher education,” and “Prisma model.” Additionally, the reference lists of identified articles were hand-searched for additional relevant studies. Researchers systematically extracted data from the selected studies, including author information, publication year, research methodology, key findings, motivational factors explored, and how the Prisma model was utilized (if applicable). The data will be organized to facilitate analysis and synthesis. The selected studies underwent a quality assessment to determine their rigour and relevance to the research questions by evaluating their methodological strength, research design, sample size, data collection methods, and reporting of results.

Literature search and inclusion criteria

Studies that meet the following criteria were included in the systematic review: a. Published peer-reviewed articles, dissertations, and conference papers between the period of 2010-2023. b. Studies conducted in the context of higher education institutions in Namibia and globally. c. Studies focusing on the relationship between motivation and employee performance. d. Studies utilizing or discussing the Prisma model as part of their analytical framework. e. Studies published in English.

Researchers excluded studies based on the following: a. Are not related to the higher education context in Namibia or elsewhere. b. Do not address the impact of motivation on employee performance. c. Do not employ the Prisma model or discuss its relevance.

In conducting a literature review study utilizing the PRISMA (Purpose, Relevance, Importance, Method, and Applicability) model, several key criteria should be established to ensure a comprehensive analysis. First, the Purpose of each study should be clearly defined, allowing for an understanding of the specific research questions and objectives being addressed. Next, the Relevance criterion assesses how well each piece of literature aligns with the current study’s focus, ensuring that the selected works contribute meaningfully to the topic at hand. The Importance criterion evaluates the significance of the findings within the broader context of the field, highlighting seminal works and influential studies that have shaped the discourse. The Method criterion examines the methodologies employed in the reviewed studies, considering the rigor and appropriateness of the research designs used to gather and analyze data. Finally, the Applicability criterion assesses the practical implications of the research findings, determining how they can be translated into real-world applications or influence future research directions. By systematically applying these criteria, the literature review can effectively synthesize existing knowledge and identify gaps in the research landscape.

Results

The extracted data was analysed and synthesized to identify common themes, patterns, and trends related to the effect of motivation on employee performance in Namibian higher education. Researchers used the Prisma model to categorise and understand the interplay between motivational factors and performance outcomes.

Summary of findings

The study sought to test the following hypotheses:

The table below provides a summary of the findings of the literature review.

Table 1 Summary of findings

Summary, Conclusions and Recommendations

Introduction

This section revisits the stages taken in carrying out this research. The purpose of the study was to.

Summary of major findings

The study conducted by Pham, (2023) The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. Inclusion and Exclusion Criteria in the literature review were used. In the study done by Fahriana & Sopiah, (2022) A total of 147 data were filtered with data inclusion criteria so that 30 data were obtained according to the eligibility standard. Obtained from the results of this study that work motivation greatly influences a person’s performance, both intrinsic and extrinsic motivation as well as intrinsic and intrinsic motivation simultaneously. The preparation of this study uses the Preferred Reporting Item for Systematic Review and Meta-Analysis methods from several studies that have a relationship with the influence of work motivation on employee performance. Inclusion and Exclusion Criteria on literature review.

Discussion

Conclusion

The researcher came up with some recommendations which are herewith being directed to the management of higher education institutions in Namibia.

Institutional Differences: Study how motivation and performance vary across different types of higher education institutions in Namibia (e.g., public vs. private institutions, technical vs. academic).
Policy Recommendations: Based on the findings, provide recommendations for policymakers and educational administrators in Namibia. This could involve suggesting changes to motivational strategies, professional development programs, or institutional policies.
Prisma Model Refinement: Assess the suitability of the Prisma model for the Namibian higher education context. Recommendations could include modifying the model to better fit local conditions or incorporating additional variables specific to the Namibian context.
Prisma Model Refinement: Assess the suitability of the Prisma model for the Namibian higher education context. Recommendations could include modifying the model to better fit local conditions or incorporating additional variables specific to the Namibian context.

Limitations of the present

The study was only limited to the existing secondary data without using primary data between 2020-2024 extracted from different search engines such as Google Scholar, Bing and Yahoo.

Areas for further research

Future researchers are advised by the study to consider all factors that were not addressed in this investigation. Furthermore, everything that was left out of this study ought to be considered in further investigations

References

Alonso, R. K., Vélez, A., & Martínez-Monteagudo, M. C. (2023). Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review-Enhancing the 4th Sustainable Development Goal. Sustainability, 15(13), 9862. CrossRef
Amabile T.M . (1993). Motivational synergy: toward new conceptualizations of intrinsic and extrinsic motivation in the workplace. Human resource management. CrossRef
Atiku, S. O., & Ganiyu, I. O. (2022). Flexible work options in higher educational institutions in times of crisis. SA Journal of Human Resource Management, 20, 1-10. CrossRef
Bredenkamp, D., Botma, Y., & Nyoni, C. N. (2023). Higher education students’ motivation to transfer learning: a scoping review. Higher Education, Skills and Work-Based Learning, 13(1), 36-52. CrossRef
Deci E.L (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational behaviour and human performance. CrossRef
Đorđević, B., Ivanović-Đukić, M., Lepojevic, V., & Zbiljić, S. (2020, January). The impact of employees’ commitment on organizational performances. CrossRef
Drigas, A. (2023). Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies. Sustainability. CrossRef
Fahriana, C., & Sopiah. (2022). The influence of work motivation on employee performance. Asian Journal of Economics and Business Management, 1(3), 229-233. CrossRef
Intrinsic Motivation in University Online Education: Systematic Review-Enhancing the 4th Sustainable Development Goal. Sustainability, 15(13), 9862. CrossRef
Jellenz, M., Bobek, V., & Horvat, T. (2020, October 23). Impact of Education on Sustainable Economic Development in Emerging Markets-The Case of Namibia’s Tertiary Education System and its Economy. Sustainability. CrossRef
Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A. F., & Reyes-Rebollo, M. M. (2023). Impact of Gamified Teaching on University Student Learning. Education Sciences, 13(5), 1-13. CrossRef
Nduka, O. (2016). Thesis. December.
Nugroho, S. H. (2022, March). The role of human resources management in organizational perspective.
onge, T. (2023). Influence of Psychological Well-Being and School Factors on Delinquency , During the Covid-19 Period Among Secondary School Students in Selected Schools in Nakuru County : Kenya. VII(2454), 1175-1189. CrossRef
Pham, H. T. (2023). Visualizing Contemporary Factors Affecting the Adoption of E-learning: A PRISMA Approach. TEM Journal, 12(2), 1056-1068. CrossRef
Rahman, A., Saadah, N., & Hasan, M. (2021, December 20). FACTORS AFFECTING EMPLOYEES’ MOTIVATION AT INFRASTRUCTURE UNIVERSITY KUALA LUMPUR.
Staw, B.M. (1976). Intrinsic and Extrinsic motivation. Moristown, NJ; General Learning Press.
Vroom V.H. (1964). Work and motivation. New York: Wiley.