Not All Feedback Is Equal: Demographic Contingencies in Academic Performance Management

Region (NCR), India, while also examining the moderating influence of key demographic factors. Although PMS are widely implemented globally, their effectiveness within the specific cultural and institutional context of Indian academia, particularly in relation to faculty characteristics, has received limited empirical attention. Employing a quantitative, cross-sectional research design, data were gathered from 300 faculty members representing diverse academic disciplines through structured online surveys. Structural Equation Modeling (SEM) was used to analyze the data. Findings suggest a significant positive association between PMS implementation and faculty performance (β = 0.45, p < 0.001), with training and development identified as the most impactful dimension. Moreover, the moderating roles of age, gender, and total work experience were statistically significant, indicating that younger, female, and early-career faculty members exhibited comparatively greater performance improvements under PMS. These results highlight the limitations of uniform performance management approaches and underscore the need for contextually and demographically sensitive strategies. The study contributes to the literature by confirming the contingent effectiveness of PMS and offers practical insights for HEI administrators seeking to develop more equitable and inclusive faculty performance management frameworks.