University César Vallejo

University César Vallejo

hypothetical-deductive design. The sample was made up of 106 teachers from three private universities in Peru. The validation

of the instruments was carried out through the judgment of experts majored in Human Resources and University Management.

Data were collected through virtual surveys for each study variable, and a descriptive and inferential statistical analysis was

performed. The results showed that teachers with a good level of commitment contribute significantly to the increase in

research, especially when intrinsic and extrinsic reward systems are applied effectively. Consequently, it was concluded that it

is necessary to develop improvement strategies that are based on the situation of the institution to encourage teachers to conduct

research.

Key words: engagement, reward system, scientific production.

la producción científica. Esta investigación transversal básica tiene un enfoque cuantitativo y descriptivo, con un diseño

hipotético-deductivo no experimental. La muestra estuvo conformada por 106 docentes de tres universidades privadas del Perú.

La validación de los instrumentos se llevó a cabo a través del juicio de expertos con especialización en Recursos Humanos y

Gestión Universitaria. Los datos se recolectaron a través de encuestas virtuales para cada variable de estudio, y se realizó un

análisis estadístico descriptivo e inferencial. Los resultados mostraron que los docentes con un buen nivel de compromiso

contribuyen significativamente al aumento de la investigación, especialmente cuando los sistemas de recompensa intrínsecos

y extrínsecos se aplican de manera efectiva. En consecuencia, se concluyó que es necesario desarrollar estrategias de mejora

que se basen en la situación de la institución para incentivar a los docentes a realizar investigaciones.

Palabras clave: compromiso, sistema de recompensas, producción científica.

On the other hand, the Technological University of Peru ranked the last places (Scimago, 2023a, 2023b, 2023c).

this end, it is necessary to design strategies adjusted to the specific situation of each institution to encourage teachers to conduct

research (Moquillaza, 2019). In Ecuador, public policies were implemented based on the Scimago ranking, which universities

took advantage of to increase engagement. These initiatives, in turn, resulted in a significant increase in the number of national

publications. In the Peruvian context, CONCYTEC (National Council of Science and Technology) has established tax

incentives for private companies that decide to invest in science and technology. This measure, which universities should

consider as a strategy, seeks to improve teaching engagement by providing tangible benefits and promoting collaboration

between academic and business sectors (Barrutia et al., 2019).

motivation. This involves improving working conditions, clarifying the institutional reward system and providing adequate

and timely emotional support. The goal is to increase scientific production, which, in turn, will contribute to improving the

institution's position in world rankings (Privalov et al., 2021; Yalçınkaya et al., 2021).

optimism, as significant factors in predicting engagement. Studies by Vera et al. (2017) indicated that self-evaluation, which

includes self-esteem, self-efficacy, checkpoints, and emotional stability, has a positive relationship with engagement. In

addition, self-efficacy shows both short- and long-term positive impact on engagement (Bedoya et al., 2017). Lastly, Pedraza

(2020) showed that there is a positive relationship among responsibility, positive emotions, organizational culture levels and

engagement.

publications or holding the title of Renacyt Researcher recognized by CONCYTEC is a requirement to apply for a teaching

position. However, the situation in many universities in Peru reflects the lack of adequate training, updated work environments

and equipment, as well as remuneration and compensation for publishing that does not balance the workload with the time

dedicated to scientific production. This approach, which considers teachers as mere "writing machines", neglects fundamental

aspects such as emotional support, enough rest for collaborators, generating reactive attitudes and low levels of engagement

among teachers.

vital role in the progress and development of society. Universities, as centers of higher education, play a fundamental role as

promoters of the creation of knowledge and new ideas, contributing significantly to the advancement of science and technology.

In this context, the main objective of this research is to determine the relationship between engagement and scientific production

emotions and behavior in the conceptualization of engagement. On the other hand, Kosaka and Sato (2020) have described it

as a combination of commitment, loyalty and productivity, while Chanana and Sangeeta (2021) propose a different approach

that includes cognition, emotion and behavior. Borst et al. (2020) emphasize employee engagement at work in cognitive,

physiological and emotional terms. In turn, Huan et al. (2022) express that engagement is a term that encompasses different

types of engagements, such as trait, behavioral and psychological. Additionally, Koprivitsa (2020) defines it as energy,

participation and effectiveness, considering it as the opposite of burnout and stress. Despite these varied definitions,

engagement is conditioned by the individual's work and personal factors, as well as by the reward they may receive for

performing their job efficiently.

have the ability to predict employee engagement. Specifically, when high levels of job demands are required, these factors have

a more positive impact on employee engagement. In this sense, Vargas and Estrada (2020) claim that job resources can mitigate

the impact of job demands, facilitate the achievement of professional goals and stimulate growth, learning and personal

development. Albertcht et al. (2021) support this idea by stating that available job factors are the main predictors of engagement.

A study conducted by Bakker and De Vries (2021) shows that certain job factors, such as financial profitability, team

atmosphere and participation in decision making, have a positive influence on employee engagement.

when repeated, generate greater satisfaction. According to Sutikno (2019), the aversion system indicates to the brain those

situations that should be avoided because they generate anger, depression, listlessness, among others. Salameh and Zamil

(2020) define reward as a benefit granted by employers in the form of money, benefits or promotions, generating job

satisfaction. Kebels (2022) found in his study that an organization that provides recognition to its employees, along with training

and other benefits, manages to develop their commitment to the company. Similarly, Ntanos et al. (2020) revealed that an

effective reward system is directly related to employee motivation and satisfaction, showing that this strategy can have positive

effects on the organization.

(Bozzo, 2019). Araujo et al. (2021) point out that intrinsic rewards at work, such as reputation empowerment, autonomy and

trust, are fundamental to maximize employee commitment, motivation and participation. Pinho et al. (2018) claim that these

necessarily associated with the academic field. Mohabad et al. (2020) and Carvajal and Rodríguez (2019) claim that it is the

result of intellectual work, characterized by being published and unpublished, in order to contribute to the development of

science. Lopera et al. (2021) point out that scientific production includes tangible materials susceptible of being quantified,

such as books, articles, patents and their variants in printed and digital media (Alcalá and Parra, 2021).

and trained researchers are likely to conduct research (Montalván et al., 2020). Social capital theory highlights the importance

of social networks, interactions and collaborations with other scientists, both nationally and internationally. These connections

facilitate the exchange of knowledge, experiences, resources and opportunities (Falla et al., 2022). In this regard, life-cycle

theory suggests that scientific productivity undergoes variations throughout a researcher's career, following an upward and

contributed to the development, analysis and support of the variables under study: engagement and scientific production.

alternatives (from 1 to 5). This instrument was structured with the purpose of measuring the relationship between the different

elements that comprise it, based on indicators and dimensions formulated in the framework of the research.

improvements to refine it. Afterwards, an electronic form was created with the final version of the questionnaire using the

Google Forms platform, which was shared with a total of 106 teachers belonging to three private universities in Peru, covering

undergraduate and graduate academic levels.

to each dimension and variable. Descriptive and inferential analyses were performed in order to contrast the hypotheses

proposed and make decisions based on the values obtained. The analyses were carried out to implement new strategies for

improvement in relation to the measurement of engagement in scientific production.

Levels of engagement and scientific production

f

26

1

High

Total

Note. f = Frequency. % = percentage.

production, proposing strategies that are based on the reality of the institution and motivate teachers to conduct research.

Similarly, Falla et al. (2022) point out that the level of engagement is reflected in enthusiasm, dedication and commitment to

work, aspects that, when properly developed, have a positive impact on the quality of work and translate into high levels of

scientific production.

Table 2. Levels of the dimensions of engagement

Total

teachers. This finding supports the claim of Albertcht et al. (2021), who stated that work factors are the main predictors of

commitment.

knowledge and research capacity. This result is consistent with cross-cultural theory, which explains that personal factors, such

as optimism, self-esteem, and resilience influence the ability of dedicated employees to positively influence their work

environment (Carolina, 2019; Hughes et al., 2018; Pidduck et al., 2020). 20.2% expressed a medium level.

the need to improve employee benefits, supporting the idea of Salameh and Zamil (2020), who stated that reward is a benefit

that generates job satisfaction. To improve these results, Ntanos et al. (2020) recommended that an effective reward system

knowledge. The scientific output of these institutions not only contributes to expanding the boundaries of human knowledge,

but also drives innovation, problem solving, and economic and social development. In addition, publications in Scopus and

high impact journals provide opportunities to share and disseminate high quality research internationally.

professors recognized by RENACYT. However, according to the study conducted, it is observed that, despite some progress,

the scientific production indicator is still relatively low. The highest percentage, 34.62%, corresponds to the publication of

scientific articles in indexed journals such as Scopus, Web of Science, Scielo, Lantidex, among others. Likewise, 6.73%

corresponds to publications of books or book chapters, 0.96% to patents, and a significant 57.69% to other types of scientific

production, such as conferences, congresses and research thesis advising.

scientific products mentioned, since the percentages still do not reach highly representative levels.

improving the reward system in an effective manner, establishing a direct relationship with the levels of motivation and personal

satisfaction. This implies the implementation of strategies that generate positive effects and lead to effective results, allowing

engagement levels to be as expected. In this way, the presence and influence of universities in the world scientific community

will be strengthened, promoting excellence in academic research.

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