Advancing Sustainable Development through Performance Appraisal
Systems: Critiques, Innovations and Future Trends
MEGREN ABDULLAH ALTASSAN
Department of Human Resources Management,
University of Business and Technology,
Jeddah,
KINGDOM OF SAUDI ARABIA
Abstract: - The objective of this research work is to examine the link between performance appraisal systems and
sustainable development in the specific setting of Saudi Arabian institutions. The study aims to examine three
primary research objectives: evaluating the current state of performance appraisal systems, investigating the
incorporation of sustainability measures, and suggesting approaches to improve sustainable development via
appraisal systems. In order to achieve these aims, a thorough survey was conducted among the teachers of
universities in Saudi Arabia. The study gathered data pertaining to several facets of performance appraisal, the
integration of sustainability, and individuals' opinions of efficacy. The results of the study indicate that the overall
perception of evaluation systems was favorable, however, there were some reservations expressed addressing
issues of openness and clarity. Promisingly, there has been a growing trend of incorporating sustainability
measures, underscoring the significance of sustainability inside academic institutions. The study provides evidence-
based suggestions for universities to enhance their adherence to sustainability standards. This study makes a
valuable contribution to the ongoing discussion around performance rating systems within the context of higher
education. It sheds light on their potential to serve as catalysts for promoting sustainable development.
Key-Words: - “Performance appraisal systems, sustainable development, sustainability metrics, integration,
transparency, effectiveness.
Received: March 27, 2023. Revised: August 25, 2023. Accepted: October 19, 2023. Published: November 27, 2023.
1 Introduction
In a time when people are worried about the
environment, social injustice, and economic
uncertainty, the goal of sustainable development has
become more important than ever before on a global
scale. Authorities, communities, and individuals are
all starting to realize how important it is to deal with
these linked problems and switch to more sustainable
ways of doing things that will help both the present
and future generations. Because of this, researchers
and policymakers are now talking a lot about how to
apply sustainable development concepts to different
parts of society. Putting in place effective
performance review systems is a key way for
companies to promote sustainable development, [1].
Performance appraisal systems are often used to
measure how well employees do their jobs and help
the organization succeed. They can also be a useful
way to match the goals of an organization with the
goals of sustainable development. By evaluating and
paying individuals and teams that actively add to
sustainable practices, these systems could help
people be more aware of the environment, be more
socially responsible, and keep the economy stable,
[2].
1.1 Critiques of Traditional Performance
Appraisal Systems
However, traditional performance appraisal systems
have faced substantial critiques regarding their
efficacy in advancing sustainable development goals.
The predominant focus on short-term financial
outcomes and individualistic performance metrics
within these systems often neglect the broader
impacts of an organization's actions on the
environment and society. Furthermore, the emphasis
on competition and individual recognition can
inadvertently discourage collaboration and inhibit the
collective effort needed to address complex
sustainability challenges, [3].
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1160
Volume 19, 2023
Research has shown that traditional appraisal
systems tend to prioritize quantitative metrics, such
as financial profits or productivity gains, over
qualitative indicators related to environmental
conservation and social equity, [4]. This narrow
focus not only undermines long-term sustainability
but can also lead to negative consequences such as
"greenwashing," where organizations falsely portray
themselves as environmentally responsible without
making substantial changes. Therefore, a critical
examination of these conventional systems is
imperative to identify their shortcomings and develop
innovative approaches that drive sustainable
development.
1.2 Innovations and Emerging Trends
To bridge the gap between conventional performance
appraisal systems and the imperatives of sustainable
development, numerous innovative approaches have
emerged. These approaches encompass a shift
towards holistic assessment frameworks that consider
not only individual performance but also collective
efforts toward sustainability, [5]. For example, some
institutions are using balanced evaluations to measure
success in a way that takes into account
environmental, social, and economic factors. These
models with many parts push workers to do things
that are good for the environment and help build a
culture of teamwork and shared responsibility.
Also, improvements in technology make it
possible to make success evaluation methods for
sustainable development work better. Digital
platforms, data analytics, and artificial intelligence
can make it possible to keep an eye on activities
related to sustainability in real-time, [6]. This makes
it easier to make accurate assessments and plan
actions that will have the most impact. These
technology tools can also encourage openness,
responsibility, and public involvement, which can
strengthen an organization's dedication to sustainable
practices.
1.3 Sustainable Development in the Saudi
Arabian Context
The movement toward sustainable development has
gotten a lot of steam in Saudi Arabian universities,
[7]. Saudi Arabia, like many other countries, knows
that it is urgent to deal with natural, social, and
economic problems while also trying to improve
schooling. In the world of higher education,
performance evaluation methods are a big part of
how universities go and what they do. This study
looks at how sustainable development and
performance evaluation methods work together in
Saudi Arabian universities, focusing on criticisms,
new ideas, and trends for the future.
1.4 Critiques of Traditional Performance
Appraisal Systems in Saudi Arabian
Universities
Conventional appraisal methods in Saudi Arabian
universities, like those in other places, have been
criticized for not doing enough to help promote
sustainable development, [8], [9]. In the past,
academic results, research activity, and student
registration have been the most important success
markers for these systems. Even though these are
important measures, they often get in the way of
more important things like caring for the earth and
getting involved in the community. Critics say that
focusing only on formal academic measures could
make teachers and staff less likely to get involved in
sustainable projects. Also, universities may have
trouble becoming responsible, lasting organizations if
they don't get good feedback on their social duty,
ethical behavior, and community service, [10].
1.5 Innovations in Saudi Arabian University
Performance Appraisal Systems
In addressing these criticisms, universities in Saudi
Arabia are starting to change the way they evaluate
teachers' work. One big change is that environmental
factors are now part of the review process.
Sustainability projects and getting involved in the
community are becoming more and more important
for universities to include in teacher and staff job
reviews, [7].
Also, some Saudi Arabian universities are
starting to look at performance reviews in a more
complete way. They are using a method called
"balanced scorecard," which includes not only
academic and research measures but also indicators
for environmental and community effects. With this
idea, the university's goals will be more in line with
the larger goals of sustainable development. This will
help build a mindset of social and environmental
duty.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1161
Volume 19, 2023
2 Problem Statement
The significance of sustainable development has been
more prominent in Saudi Arabia, namely in the city
of Jeddah, due to the growing environmental,
economic, and social issues. Sustainable
development is a prominent issue within the
academic sphere of universities. These institutions
are crucial in molding future leaders who
can significantly contribute to sustainable
development. Within this particular context, the
significance of performance appraisal systems is
considerable, as they serve as essential instruments
for assessing and overseeing the work of university
educators. These individuals occupy a crucial
position in imparting sustainability concepts to their
pupils. Nevertheless, there needs to be
more alignment of these performance rating methods
with the broader objectives of sustainable
development. These approaches often
precede traditional academic metrics, possibly
overlooking the assessment of teachers' contributions
to sustainability education and practices. The
mismatch raised questions about the efficacy of these
systems in aiding the achievement of the national
Vision 2030 goals, which comprise the
diversification of the economy, protection of the
environment, and progress of society.
The inspection of the efficiency and usefulness of
conventional performance assessment methods in
evaluating and improving the contributions of
university teachers to sustainable development is now
underway. The aforementioned methods may exhibit
a need for adaptability, which is essential for
assessing the ever-changing and complex
characteristics of sustainability teaching and research
within academic environments. Furthermore, the
objective of this research is to evaluate the degree of
innovation and adaptability seen in performance
rating systems used in institutions. In light of
changing sustainability concerns and emerging
educational techniques, it may be necessary for
institutions in Jeddah to modify their assessment
processes.
It is worth mentioning that there is a limited
amount of research available on the topic of aligning
performance assessment systems with sustainable
development in the academic setting of Saudi Arabia,
particularly in the city of Jeddah. It is crucial to
address this research vacuum to generate suggestions
and insights that are tailored to the unique
environment, enabling university educators in Saudi
Arabia to make meaningful contributions to
sustainable growth within higher education
institutions. Resolving these concerns is crucial in
determining the trajectory of sustainability teaching
and implementation within the nation's higher
education institutions.
3 Rationale of the Study
This study is motivated by the pressing need to align
performance appraisal systems within Saudi Arabian
universities with the principles of sustainable
development. Several compelling reasons underscore
the significance and relevance of this research
endeavor. Firstly, there is a noticeable gap in the
existing academic literature pertaining to the
integration of sustainability principles into
performance appraisal systems, particularly within
the unique context of Saudi Arabian higher
education. In its Vision 2030 plan, Saudi Arabia puts
a lot of focus on sustainability. Because of this, it is
important to look into how colleges can help the
country reach its sustainability goals. This study tries
to fill in this gap by looking at how performance
appraisal methods and sustainability work in Saudi
Arabian universities. Second, the study shows how
important higher education institutions are to making
the world more sustainable. By teaching the next
generation of leaders and doing study, colleges have
the chance to show how to live in a sustainable way
and make good changes in society. Effective
performance evaluation methods can encourage
teachers and staff to get involved in sustainable
projects, which can help create a mindset of
responsible behavior and care for the environment,
[11], [12]. For Saudi Arabian colleges to be more
successful in meeting national and global
sustainability goals, they need to know how these
systems can be developed and put into place to
match sustainability goals.
Additionally, investing in sustainable
infrastructure, like energy-efficient buildings and
green energy sources, are important part of a
university's trip toward sustainability. Integrating
sustainability factors into performance evaluation
systems can give colleges a reason to put these
investments at the top of their list and encourage
long-term planning for sustainability. So, the goal of
this study is to shed light on how performance
evaluation systems can urge universities to adopt
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1162
Volume 19, 2023
sustainable infrastructure, which will help them leave
less of an impact on the environment.
The study also acknowledges how important it is
for stakeholders to be involved in creating
environmental efforts. By including students, local
communities, and business partners in the
performance review process, colleges can make sure
that their efforts to be more sustainable match the
needs and demands of their larger community. This
all-inclusive method can make sustainable policies
more open and accountable. The goal of the study is
to find out how successful public involvement can be
built into performance evaluation methods to make
them more relevant and useful.
4 Theoretical Framework
This study uses a multidisciplinary theoretical
framework that combines ideas from organizational
behavior, sustainability management, and
performance appraisal literature to give a full picture
of the relationship between performance appraisal
systems and sustainable development in Saudi
Arabian universities. The study is based on the
following theoretical points of view:
The study starts by building its theoretical
framework on both old and new ideas of performance
evaluation. The works of thinkers, [13], show how
performance evaluation methods have changed over
time. Also, modern theories like the goal-setting
theory, [13], and the social cognitive theory, [14],
give ideas about how performance rating can drive
behavior and affect how well people and groups do.
These ideas help explain how performance evaluation
systems can change the way that teachers and staff
act in universities.
The sustainability part of the theoretical
framework is based on important works like the
Brundtland Report and the Triple Bottom Line
framework, [15]. These ideas show how
environmental, social, and economic sustainability
are all tied together. They also lay the groundwork
for understanding the bigger picture of how Saudi
Arabian colleges work. By lining up with theories of
sustainability, the study looks at how universities can
help achieve goals for sustainable development by
putting sustainability principles into their methods for
evaluating performance.
Putting sustainable factors into performance
evaluation systems is often a creative change for a
company. Theoretical models for innovation and
change management, such as Rogers' Diffusion of
Innovations theory, [16], and Lewin's Change
Management Model, [17], can help groups
understand how to introduce and apply changes that
are good for the environment. These ideas help guide
the search for new ways to evaluate success that are
in line with goals for sustainability.
[18], stakeholder theory is used to look at how
stakeholder involvement can be built into
performance rating systems. It shows how important
it is for universities to include a wide range of
groups, like students, local communities, and
business partners, in decision-making processes and
environmental efforts. This academic point of view
makes it easier to understand how involving
stakeholders can make performance evaluation
systems more useful and have a bigger effect in the
context of sustainable development.
Given how important technology is becoming in
evaluating performance and keeping track of
sustainability, theories about technology adoption
and digital transformation, like the Technology
Acceptance Model, [19], and the Digital
Transformation Framework, [20], help us figure out
how digital tools and data analytics can improve
monitoring and evaluating of sustainability efforts in
universities. These ideas help explain how systems
that use technology can help with real-time review
and support for sustainability projects.
By integrating these theoretical perspectives, this
study aims to provide a comprehensive framework
for understanding how performance appraisal
systems within Saudi Arabian universities can be
strategically designed and implemented to align with
sustainability principles. The framework allows for a
nuanced exploration of the mechanisms, challenges,
and opportunities in integrating sustainability into
performance appraisal, ultimately contributing to the
development of effective strategies for advancing
sustainable development within higher education
institutions.
5 Research Objectives
1. To assess the current state of performance
appraisal systems in Saudi Arabian universities.
2. To investigate the integration of sustainability
metrics in performance appraisal systems.
3. To recommend strategies for enhancing
sustainable development through appraisal
systems.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1163
Volume 19, 2023
6 Research Questions
1. What are the key characteristics and components
of the current performance appraisal systems in
Saudi Arabian universities, and how are they
structured to evaluate faculty and staff
performance?
2. To what extent are sustainability metrics and
indicators integrated into the existing
performance appraisal systems within Saudi
Arabian universities, and what challenges and
opportunities exist for enhancing this integration?
3. What evidence-based strategies and
recommendations can be formulated to improve
the alignment of performance appraisal systems
with sustainability principles, thereby advancing
sustainable development goals in Saudi Arabian
universities?
7 Significance of the Study
This research holds significant importance due to its
potential to address critical issues and contribute to
various stakeholders in the context of Saudi Arabian
universities and sustainable development:
By investigating the alignment of performance
appraisal systems with sustainability principles,
this study contributes to the broader discourse on
sustainable development in higher education. The
findings and recommendations have the potential
to enhance the role of universities as drivers of
sustainable practices, fostering responsible
citizenship and environmental stewardship
among faculty, staff, and students.
Saudi Arabia has articulated an ambitious vision
for sustainable development through Vision
2030. This study provides valuable insights and
recommendations to support the nation's efforts
in achieving its sustainability goals, particularly
within the higher education sector. It
demonstrates how universities can actively
contribute to the Vision's objectives by
incorporating sustainability into their core
practices.
University administrators and policymakers can
benefit from this research by gaining a deeper
understanding of the current state of performance
appraisal systems and how they can be
strategically modified to align with sustainability
principles. The study's recommendations offer
actionable strategies to enhance the effectiveness
of these systems in promoting sustainable
development on campuses.
Faculty and staff members within Saudi Arabian
universities stand to benefit from this research as
it sheds light on the integration of sustainability
into performance appraisal. The study may
empower them to actively engage in
sustainability initiatives, knowing that their
contributions are recognized and incentivized
through appraisal processes.
The study's exploration of stakeholder
engagement within performance appraisal
systems can encourage dialogue and
collaboration among universities, students, local
communities, and industry partners. It promotes
transparency and inclusivity, fostering stronger
relationships between universities and their
broader communities.
While focusing on Saudi Arabian universities,
the research addresses universal challenges and
opportunities at the intersection of performance
appraisal and sustainability. The findings can
serve as a model for universities worldwide
seeking to enhance their sustainability practices
and contribute to global sustainability objectives.
The study's emphasis on sustainability in higher
education can positively impact students. It can
inspire future leaders and global citizens to
appreciate the importance of sustainability
principles in various fields and encourage them
to take an active role in advancing sustainable
practices.
8 Literature Review
Sustainable development has emerged as a global
imperative, and higher education institutions are
increasingly recognized as pivotal in fostering
sustainability through education, research, and
campus practices. Saudi Arabia, in alignment with its
Vision 2030, places significant emphasis on
sustainable development across sectors, including
higher education. Within this context, performance
appraisal systems in universities play a critical role in
evaluating and motivating faculty and staff.
However, traditional performance appraisal systems
often prioritize quantitative metrics, such as research
output and student enrollment, while overlooking
qualitative aspects, including sustainability
contributions, [10]. This literature review examines
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1164
Volume 19, 2023
the intersection of performance appraisal systems and
sustainable development, exploring the challenges,
opportunities, and innovations in integrating
sustainability metrics and principles within the
appraisal processes of Saudi Arabian universities.
8.1 Performance Appraisal Systems in Higher
Education
The purpose of performance appraisal methods in
higher education is to analyze the work of teachers
and staff, give them feedback, and help guide their
professional growth. In the past, these methods have
used things like teacher ratings and study output to
measure success, [7]. While these measures are
important, they often don't take into account things
like environmental efforts, social duty, and ethical
behavior.
[6], revealed that universities around the world
have realized that they play a key part in making the
world more sustainable. In line with Vision 2030,
Saudi Arabian universities are working hard to make
their sites and courses more sustainable, [5]. These
organizations have the potential to show how to live
in a sustainable way, teach the next generation of
leaders, and make good changes in society. So,
putting sustainability into performance evaluation
methods is a must if universities want to match their
policies with national sustainability aims.
Traditional performance appraisal systems often
face criticism for their narrow focus on quantitative
metrics. This limitation can hinder the evaluation of
faculty and staff contributions to sustainability
initiatives, such as environmental stewardship and
community engagement. In essence, the
overemphasis on research productivity and student
enrollment can overshadow qualitative aspects of
sustainable development within higher education
institutions, [4], [21].
8.2 Integration of Sustainability Metrics
Integrating sustainability metrics and indicators into
performance appraisal systems has gained attention
as a means to address these limitations. Several
universities globally have successfully incorporated
sustainability criteria into their appraisal systems,
[22]. Such integration offers multifaceted benefits,
including the fostering of a culture of sustainability
and responsible citizenship. This approach
acknowledges and rewards contributions to
sustainability, aligning performance appraisal with
the broader institutional commitment to sustainable
development. Stakeholder engagement, including
students, local communities, and industry partners,
can enhance performance appraisal systems.
Involving stakeholders in the review process
increases openness and makes sure that academic
projects meet the needs of the larger society.
Transparency builds trust and can make evaluation
standards more relevant to sustainable goals.
Innovative ways to evaluate performance show
promise for incorporating green ideas, [23]. These
may include the use of balanced scorecards
competency-based ratings or technology-enabled
systems that include sustainability criteria for real-
time tracking, [24]. These new ideas give universities
the tools they need to fully evaluate and reward
environmental efforts. [1], described that putting
longevity into performance evaluation systems often
needs a change in the company and the willingness of
the leaders. [2], revealed that leadership is a key part
of getting universities to work on sustainable
development. Aligning performance review systems
with sustainable goals requires a helpful corporate
mindset and leadership commitment. The integration
of sustainability into performance appraisal systems
offers numerous benefits, including increased faculty
and staff engagement and reduced environmental
impact. Empirical evidence supports the positive
outcomes associated with such integration, [3].
Challenges universities may face when integrating
sustainability into performance appraisal include
resistance to change and difficulties in quantifying
qualitative sustainability contributions. Overcoming
these barriers requires strategic planning and the
commitment of university leadership, [25].
Future trends in performance appraisal systems
include customized assessment frameworks and
stakeholder engagement, [26]. Endorsements for
Saudi Arabian universities include adapting
innovative appraisal approaches and fostering a
culture of sustainability to align with Vision 2030's
sustainability objectives. In addition to balanced
scorecards, competency-based evaluations, and
technology-enabled systems, emerging appraisal
approaches are gaining attention. For instance, some
universities have adopted peer-review mechanisms
where faculty and staff evaluate each other's
sustainability contributions, [27]. This innovative
approach promotes collaborative learning and
encourages a collective responsibility for
sustainability. Considering the unique cultural
context of Saudi Arabia is paramount. Research has
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1165
Volume 19, 2023
shown that the integration of sustainability into
performance appraisal systems must be culturally
sensitive and context-specific, [28]. This
consideration extends to acknowledging the values,
beliefs, and social norms of Saudi Arabian society,
ensuring that sustainability initiatives align with local
priorities. With the advent of data analytics and
predictive metrics, universities are now better
equipped to assess the long-term impact of
sustainability initiatives. These technologies can
analyze historical data and predict the future
sustainability performance of faculty and staff, [5].
This data-driven approach enhances the precision and
effectiveness of performance appraisal.
Universities are working with entrepreneurs and
non-governmental organizations (NGOs) more and
more to shape their performance evaluation systems,
[7]. Traditionally, stakeholders like students and local
communities have been the only ones involved.
These partnerships bring new ideas to sustainability
practices and make sure that rating systems meet both
scholarly and business standards for sustainability.
8.3 Emphasis on Cross-Disciplinary
Sustainability
Many universities in Saudi Arabia are recognizing
the importance of interdisciplinary approaches to
sustainability. Performance appraisal systems can
reflect this by placing a higher value on cross-
disciplinary collaboration and contributions, [8], [9].
This approach encourages faculty and staff to engage
in holistic sustainability initiatives that transcend
traditional academic silos. Incentivizing continuous
learning and professional development related to
sustainability is gaining prominence. Universities are
incorporating mandatory sustainability training as a
criterion for performance appraisal, [10]. This
ensures that faculty and staff remain updated on the
latest sustainability practices and are well-prepared to
contribute effectively. In the past, job review
methods have been based on hard skills and numbers.
However, universities are becoming more aware of
the value of social skills like leading in sustainability
projects, communicating goals for sustainability, and
getting involved in the community, [29]. These skills
can be used as important factors in job reviews,
leading to a more well-rounded view of
sustainability. As a result of global conversations
about diversity, equality, and inclusion (DEI),
universities are adding DEI measures to their
methods for evaluating student success, [30]. These
metrics measure what teachers and staff do to make
settings that are fair and open to everyone. They are
in line with what society as a whole expects of
responsible and ethical behavior.
9 Methodology and Procedure
This study uses a positivism research approach,
which fits with the quantitative nature of the study,
[31]. Positivism is based on actual observation and
objective analysis, which makes it a good way to
measure how sustainability principles are integrated
into performance evaluation methods for university
teachers in Jeddah.
Cross-sectional study designs gather data at a
single point in time, [32]. This method lets us look at
the links between factors and find out how faculty
members feel about putting sustainability into
performance evaluation systems. The main data-
collecting tool was a structured survey questionnaire,
[33]. In order to assess faculty members' impressions
of the degree of sustainability criteria integration in
their performance appraisal procedures, the
questionnaire comprises Likert-scale questions.
Utilizing a quantitative survey is consistent with the
research's objective of collecting numbers for
statistical analysis.
The population comprises faculty personnel
affiliated with universities situated in Jeddah, Saudi
Arabia. To guarantee the inclusion of a wide range of
fields and institutions, a stratified random sampling
approach is used, [34]. The study population consists
of a total of 300 university teachers, carefully chosen
to ensure the availability of a comprehensive and
reliable dataset for further research.
The process of data gathering was carried out via
the use of an online survey. Emails were used as a
means of distributing invitations to prospective
participants, together with a comprehensive
elucidation of the study's aims and the entitlements
they possess as participants. All participants were
required to provide informed permission, and they
were guaranteed that their responses were kept
personal and anonymous. The participants are
provided with a sufficient amount of time to
successfully finish the survey. Quantitative data
analysis was performed using statistical software,
such as SPSS. Descriptive statistics were used to
summarize demographic information and
participants' responses to Likert-scale questions.
Inferential statistics, including correlation analysis
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1166
Volume 19, 2023
and regression analysis, were employed to explore
relationships between variables and test research
hypotheses.
In this research on sustainability integration in
performance appraisal systems, the researcher has
upheld a strong commitment to ethical
considerations. Participants were required to provide
informed consent, fully comprehending the study's
objectives, procedures, and their rights, following,
[31], guidelines. The researcher maintained strict
confidentiality, preserving their anonymity and
securely storing all collected data to protect their
privacy.
The research focused on gathering
participants' perceptions and experiences without
exposing them to any harm or risks. Transparency
was paramount and diligently disclosed any potential
conflicts of interest. Moreover, the researcher
obtained ethical approval from the appropriate
institutional review board or ethics committee, in
strict accordance with institutional guidelines and
regulations, further ensuring that this research
adheres to the highest ethical standards and
safeguards the rights and well-being of the
participants.
10 Data Analysis and Interpretation
Table 1 (Appendix) provides demographic details of
participants, highlighting a predominantly male
(63.33%) sample with PhD qualifications (100%).
The majority are Assistant Professors (41.66%), aged
21-30 (47%), and have 1-10 years of experience
(69%). The table also indicates a distribution between
public (42.10%) and private (57.89%) university
sectors. Figure 1 (Appendix) describes the
demographic information and shows the frequencies
by bar chart. Table 2 (Appendix) outlines participant
responses to the current performance appraisal
system. It reflects satisfaction levels and perceptions
on transparency, alignment with career growth,
fairness, and effectiveness in identifying areas for
development, providing mean and standard deviation
values for each statement. Figure 2 (Appendix)
depicts the frequencies of current state of
performance appraisal through the bar chart.
Table 3 (Appendix) captures participant views on
integrating sustainability metrics into performance
appraisal. It covers aspects like the inclusion of
sustainability criteria, recognition of contributions,
perceived importance of sustainability metrics, and
effectiveness of communication. Mean and standard
deviation values accompany each statement,
providing insights into sustainability integration.
Figure 3 (Appendix) shows the true picture of the
responses about the integration of sustainability
metrics in performance appraisal with the help of a
bar chart. The Table 4 (Appendix) provides a
comprehensive view of each statement's correlation
value with Advancing Sustainable Development and
its interpretation. Overall, all statements show
positive correlations, indicating that as these factors
align more positively with sustainability, they
contribute to the advancement of sustainable
development within the university context.
Statements with stronger positive correlations have a
more significant impact on advancing sustainability.
The Table 5 (Appendix) shows results from a
simple linear regression analysis. The "Performance
Appraisal System" has a statistically significant and
positive impact on "Advancing Sustainable
Development." The intercept at 0.123 indicates a
baseline effect, while the coefficient of 0.587
signifies that for every one-unit increase in the
"Performance Appraisal System," there's an expected
increase of 0.587 units in "Advancing Sustainable
Development." Both values are statistically
significant with low p-values, reinforcing the
importance of the performance appraisal system in
advancing sustainable development goals.
Table 6 (Appendix) shows views on sustainable
development strategies in the appraisal system. It
includes willingness for training, effectiveness of
mentorship programs, and the importance of aligning
appraisal with sustainability. Mean and standard
deviation values offer insights into participant
perspectives. Figure 4 (Appendix) shows the number
of responses to strategies for enhancing sustainable
development through appraisal with the bar chart.
The Table 7 (Appendix) indicates the strength
and direction of relationships between various
statements and their interpretations. Notably, factors
like "Mandatory sustainability training," "Resources
for sustainability initiatives," and "Impact on the
university's reputation" show strong positive
relationships, emphasizing their significant impact on
the related aspects. Statements related to alignment
with sustainability principles, belief in the necessity
of changes for alignment, importance of
collaboration opportunities, recognition as a key
performance indicator, and communication of
commitment to sustainability also exhibit strong
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1167
Volume 19, 2023
positive relationships, underscoring their substantial
influence in these areas. Meanwhile, "Effectiveness
of mentorship programs" has a weaker but still
positive connection with mentorship effectiveness.
This analysis offers valuable insights into the
interplay between these statements and their
respective roles in the context of sustainability and
engagement within an organization or institution.
Table 8 (Appendix) displays the results of a
simple linear regression analysis examining the
relationship between "Advancing Sustainable
Development" and the "Performance Appraisal
System." The analysis reveals that the "Performance
Appraisal System" has a statistically significant and
positive impact on "Advancing Sustainable
Development." For every one-unit increase in the
quality of the performance appraisal system, there is
a corresponding increase of 0.612 units in
"Advancing Sustainable Development." Both the
intercept and the "Performance Appraisal" coefficient
are highly statistically significant, as indicated by
their low p-values, underlining the importance of the
performance appraisal system in advancing
sustainable development.
11 Discussion
Performance appraisal systems are integral to shaping
employee behavior and performance within academic
institutions, [22]. In the setting of Saudi Arabian
universities, this study looked at the current state of
these systems, how well they work with sustainability
measures, and how well they match with
sustainability principles. It also came up with
evidence-based ways to improve agreement with
these principles. This talk goes into detail about each
research goal and question and shows how they relate
to other studies and best practices.
When Saudi Arabian colleges' current evaluation
methods were looked at, several important facts came
out. First, people had different ideas about how well
these structures worked. Even though a large number
of respondents thought that the systems did a good
job of capturing their contributions, there were also a
lot of big differences of opinion. This shows how
important it is to have appraisals that are more
uniform and clearer. Many people were unhappy, and
it became clear that transparency and clarity were
areas that needed more work, [23]. For teachers and
staff to trust and work together, there must be clear
and open criteria. On the plus side, review results
were thought to fit well with job development and
growth, which showed that the method had a purpose
and helped people. This fits with the study, [35], that
shows how important performance reviews are to job
growth. Also, the role of the appraisal system in
encouraging innovation and high-quality research
was usually seen in a good light. This is in line with
earlier research that showed how important appraisal
systems are for encouraging innovation, [24].
In an age where universities are increasingly
emphasizing their commitment to sustainable
development, [3], the incorporation of sustainability
criteria into performance assessment systems is
critical. The study results give useful information in
this respect. The incorporation of sustainability-
related criteria in assessment systems was indicated
by the majority of respondents, indicating a good
trend that coincides with the worldwide focus on
sustainability integration into organizational
practices, [26]. Importantly, contributions to
university sustainability programs were thought to be
recognized in the appraisal process. Recognition of
sustainability efforts is crucial for fostering a culture
of sustainability, [27]. Moreover, the fact that
sustainability metrics were considered as important
as traditional performance metrics signifies a
growing awareness of the significance of
sustainability in organizational performance, [28].
The alignment of appraisal systems with national and
global sustainability standards is also a promising
trend, supporting universities' aspirations to meet
international sustainability benchmarks, [36]. The
regular updating of sustainability metrics to reflect
evolving sustainability goals is a best practice that
ensures adaptability to changing sustainability
priorities, [5].
To enhance the alignment of performance
appraisal systems with sustainability principles,
evidence-based recommendations were formulated
based on the research findings. These
recommendations are rooted in both the research
outcomes and established best practices. First,
addressing the dissatisfaction regarding transparency
and clarity of performance criteria is crucial.
Universities should prioritize making their appraisal
criteria more transparent and easily understandable to
faculty and staff, [30]. Effective communication and
training on sustainability criteria integration, which
were viewed positively by participants, should
continue to be invested in, as enhancing
understanding of sustainability concepts within
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1168
Volume 19, 2023
appraisal systems is vital, [29]. Acknowledging
sustainability contributions is key, and universities
should consider strengthening recognition
mechanisms tied to sustainability. Ensuring that
faculty and staff have access to the necessary
resources for implementing sustainability initiatives
is another crucial factor, as identified by the research,
[7]. Lastly, universities should regularly review their
appraisal criteria to ensure continued alignment with
evolving sustainability standards, as exemplified by
the research findings, [37].
The findings of this research align with several
previous studies in the fields of performance
appraisal systems, sustainability, and organizational
behavior. For instance, the positive perception that
appraisal outcomes align well with career
development and growth resonates with research
emphasizing the role of performance appraisals in
career development, [38]. The need for greater
transparency and clarity in appraisal criteria supports
existing literature advocating for clear and
understandable performance measures, [39].
Furthermore, the integration of sustainability metrics
into appraisal systems aligns with the broader trend
of sustainability integration into organizational
practices, [40].
12 Conclusion
This research study investigated the landscape of
performance appraisal systems in Saudi Arabian
institutions, investigating their integration with
sustainability indicators and providing solutions to
improve alignment with sustainability principles. The
results shed light on critical elements of the present
condition of evaluation systems, give insights into
sustainability integration, and provide practical
suggestions for furthering sustainable development in
academic institutions.
The evaluation of present appraisal methods
revealed both strengths and places for improvement.
Faculty and staff regarded the systems to be
successful in capturing their contributions, indicating
that they serve a useful function. However, concerns
were raised about the openness and clarity of
performance standards, emphasizing the significance
of properly expressed and understood rating criteria.
The linkage of evaluation results with career
development objectives was perceived favorably,
emphasizing the potential of these systems to support
professional progress and motivation. Furthermore,
the evaluation methods were regarded to promote
innovation and research excellence, reaffirming their
significance in advancing academic development and
productivity.
The integration of sustainability metrics into
performance appraisal systems is paramount in an era
of growing emphasis on sustainable development.
Encouragingly, the research findings reveal positive
trends. A significant proportion of respondents
reported the inclusion of sustainability-related criteria
in their appraisal systems, reflecting a commitment to
incorporating sustainability into organizational
practices. Contributions to sustainability initiatives
were recognized in the appraisal process, affirming
the value of recognizing and incentivizing
sustainability efforts. Importantly, sustainability
metrics were considered as important as traditional
performance metrics, reflecting a growing awareness
of the significance of sustainability in organizational
success. The alignment of appraisal systems with
national and global sustainability standards further
demonstrates a commitment to meeting international
sustainability benchmarks. The regular updating of
sustainability metrics underscores adaptability to
evolving sustainability priorities, a hallmark of
effective sustainability practices.
13 Recommendations
Building upon the research findings, evidence-based
recommendations have been formulated to enhance
the alignment of performance appraisal systems with
sustainability principles. These recommendations
draw from both the research outcomes and
established best practices. They include:
1. Enhancing Transparency and Clarity:
Universities should prioritize making appraisal
criteria transparent and easily understandable to
faculty and staff, fostering trust and engagement.
2. Investing in Communication and Training:
Effective communication and training on
sustainability criteria integration should be
continued to enhance understanding of
sustainability concepts within appraisal systems.
3. Strengthening Recognition Mechanisms:
Acknowledging sustainability contributions is
pivotal, and universities should consider
enhancing recognition mechanisms tied to
sustainability.
4. Ensuring Resource Access: Faculty and staff
should have access to the necessary resources for
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1169
Volume 19, 2023
implementing sustainability initiatives, fostering
their ability to contribute effectively.
5. Regular Review and Alignment: Universities
should periodically review their appraisal criteria
to ensure continued alignment with evolving
sustainability standards, ensuring relevance and
effectiveness in advancing sustainable
development.
References:
[1] Epstein, M. J. (2018). Making sustainability
work: Best practices in managing and
measuring corporate social, environmental and
economic impacts. Routledge.
[2] Aguinis, H. (2019). Performance management
for dummies. John Wiley & Sons.
[3] Lubchenco, J., Cerny-Chipman, E. B., Reimer,
J. N., & Levin, S. A. (2016). The right
incentives enable ocean sustainability
successes and provide hope for the
future. Proceedings of the National Academy of
Sciences, 113(51), 14507-14514.
[4] Székely, F., & Knirsch, M. (2005).
Responsible leadership and corporate social
responsibility: Metrics for sustainable
performance. European Management
Journal, 23(6), 628-647.
[5] Boyle, L., Michell, K., & Viruly, F. (2018). A
Critique of the Application of Neighborhood
Sustainability Assessment Tools in Urban
Regeneration. Sustainability, 10(4), 1-18.
[6] Picatoste, J., Pérez-Ortiz, L., & Ruesga-Benito,
S. M. (2018). A new educational pattern in
response to new technologies and sustainable
development. Enlightening ICT skills for youth
employability in the European
Union. Telematics and Informatics, 35(4),
1031-1038.
[7] Aboneama, W. A. (2018). Applying
sustainable development in architecture,
planning and infra-structure of Abha to be the
first eco-city in the Middle East. European
Journal of Sustainable Development, 7(4), 289-
289.
[8] Alghamdi, A. K. H. (2018). Faculty
professional development and its impact on
teaching strategies in Saudi Arabia. Journal of
Teaching and Teacher Education, 6(02), 77-93.
[9] Amasha, E. (2018). A critical evaluation of
performance measurement models in Saudi
Arabian charities (Doctoral dissertation,
University of Gloucestershire).
[10] Bürgener, L., & Barth, M. (2018).
Sustainability competencies in teacher
education: Making teacher education count in
everyday school practice. Journal of cleaner
production, 174, 821-826.
[11] Rafiq, S., & Qaisar, S. (2021). Teachers’
perception about process of teacher evaluation:
A case study of a private university of
Lahore. Gomal University Journal of
Research, 37(3), 350-362.
[12] Rafiq, S., Qaisar, S., & Butt, I. H. (2022).
Analysis of tools used for teacher evaluation
process at university level: A document
analysis approach. Gomal University Journal
of Research, 38(2), 214-224.
[13] Locke, E. A., & Latham, G. P. (1990). A
Theory of Goal Setting & Task Performance.
Prentice-Hall.
[14] Bandura, A. (1986). Social Foundations of
Thought and Action: A Social Cognitive
Theory. Prentice-Hall.
[15] Elkington, J. (1998). Cannibals with Forks:
The Triple Bottom Line of 21st Century
Business. Capstone Publishing.
[16] Rogers, E. M. (1962). Diffusion of Innovations.
Free Press.
[17] Lewin, K. (1951). Field Theory in Social
Science: Selected Theoretical Papers. Harper
& Row.
[18] Freeman, R. E. (1984). Strategic Management:
A Stakeholder Approach. Pitman Publishing.
[19] Davis, F. D. (1989). Perceived Usefulness,
Perceived Ease of Use, and User Acceptance of
Information Technology. MIS Quarterly, 13(3),
319-340.
[20] Westerman, G., Bonnet, D., & McAfee, A.
(2014). Leading Digital: Turning Technology
into Business Transformation. Harvard
Business Review Press.
[21] Rafiq, S., Afzal, A., & Kamran, F. (2022).
Exploring the Problems in Teacher Evaluation
Process and Its Perceived Impact on Teacher
Performance. Gomal University Journal of
Research, 38(4), 482-500.
[22] Tsalis, T. A., Malamateniou, K. E.,
Koulouriotis, D., & Nikolaou, I. E. (2020).
New challenges for corporate sustainability
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1170
Volume 19, 2023
reporting: United Nations' 2030 Agenda for
sustainable development and the sustainable
development goals. Corporate Social
Responsibility and Environmental
Management, 27(4), 1617-1629.
[23] Bai, C., & Sarkis, J. (2020). A supply chain
transparency and sustainability technology
appraisal model for blockchain
technology. International Journal of
Production Research, 58(7), 2142-2162.
[24] Rana, S. (2019). Performance Appraisal
Techniques Across Various Sectors in India.
In Human Performance Technology: Concepts,
Methodologies, Tools, and Applications (pp.
630-645). IGI Global.
[25] Rafiq, S., Kahdim, M., & Afzal, A. (2023). The
Assessment and Impact Of 360-Degree
Leadership Performance Appraisal at
University Level. Journal of Social Sciences
Development, 2(2), 189-203.
[26] Kim, S. Y., Nguyen, M. V., & Luu, V. T.
(2020). A performance evaluation framework
for construction and demolition waste
management: stakeholder
perspectives. Engineering, Construction and
Architectural Management, 27(10), 3189-3213.
[27] Herlitz, L., MacIntyre, H., Osborn, T., &
Bonell, C. (2020). The sustainability of public
health interventions in schools: a systematic
review. Implementation Science, 15(1), 1-28.
[28] Mottet, A., Bicksler, A., Lucantoni, D., De
Rosa, F., Scherf, B., Scopel, E., & Tittonell, P.
(2020). Assessing transitions to sustainable
agricultural and food systems: a tool for
agroecology performance evaluation
(TAPE). Frontiers in Sustainable Food
Systems, 4, 579154.
[29] Leal Filho, W., Shiel, C., Paço, A., Mifsud, M.,
Ávila, L. V., Brandli, L. L., & Caeiro, S.
(2019). Sustainable Development Goals and
sustainability teaching at universities: Falling
behind or getting ahead of the pack? Journal of
Cleaner Production, 232, 285-294.
[30] Biggeri, M., Di Masi, D., & Bellacicco, R.
(2020). Disability and higher education:
assessing students’ capabilities in two Italian
universities using structured focus group
discussions. Studies in higher education, 45(4),
909-924.
[31] Bryman, A. (2015). Social Research Methods.
Oxford University Press.
[32] Creswell, J. W., & Creswell, J. D. (2017).
Research Design: Qualitative, Quantitative,
and Mixed Methods Approaches. Sage
Publications.
[33] Krosnick, J. A. (2018). Questionnaire
design. The Palgrave handbook of survey
research, 439-455.
[34] Bhardwaj, P. (2019). Types of sampling in
research. Journal of Primary Care
Specialties, 5(3), 157-163.
[35] Cleveland, J. N., Huebner, L. A., Anderson, K.
J., & Agbeke, D. V. (2019). Lifespan
perspectives on job performance, performance
appraisal/management and creative
performance. In Work across the lifespan (pp.
291-321). Academic Press.
[36] UN. (2015). Transforming Our World: The
2030 Agenda for Sustainable Development.
United Nations.
https://sdgs.un.org/partnerships (Accessed
Date: November 22, 2023).
[37] Al-Wathinani, A. M., Barten, D. G., Borowska-
Stefańska, M., Gołda, P., AlDulijan, N. A.,
Alhallaf, M. A., ... & Goniewicz, K. (2023).
Driving Sustainable Disaster Risk Reduction:
A Rapid Review of the Policies and Strategies
in Saudi Arabia. Sustainability, 15(14), 10976.
[38] Jackson, D., & Tomlinson, M. (2020).
Investigating the relationship between career
planning, proactivity and employability
perceptions among higher education students in
uncertain labour market conditions. Higher
education, 80(3), 435-455.
[39] Ingrams, A. (2018). Transparency for results:
Testing a model of performance management
in open government initiatives. International
journal of public administration, 41(13), 1033-
1046.
[40] Mio, C., Costantini, A., & Panfilo, S. (2022).
Performance measurement tools for sustainable
business: A systematic literature review on the
sustainability balanced scorecard
use. Corporate social responsibility and
environmental management, 29(2), 367-384.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1171
Volume 19, 2023
APPENDIX
Table 1. Demographic Information
Serial #
Characteristics
Frequency (n)
Gender
Male
190
Female
110
Age Group
21 - 30
141
31 - 40
102
41 -50
40
50 - 60
17
Qualification
PhD
300
Masters
0
Bachelors
0
Current Faculty Position
Lecturer
80
Assistant Professor
125
Associate Professor
73
Professor
22
Experience
1 - 10
207
11 - 20
53
21 - 30
27
31 -40
13
University Sector
Public
8
Private
11
Fig. 1: Demographics Information
0
50
100
150
200
250
300
350
Demographics
Frequency (n) Percentage (%)
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1172
Volume 19, 2023
Table 2. Responses Current State of Performance Appraisal
Serial
#
Statements
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Mean
SD
1
The current performance appraisal system
effectively captures faculty and staff
contributions.
150
100
30
15
5
2.08
1.15
2
I am satisfied with the transparency and clarity
of the performance criteria in the appraisal
system.
140
110
25
15
10
2.20
1.10
3
Performance appraisal outcomes align well
with my career development and growth.
130
95
40
20
15
2.30
1.05
4
The appraisal system considers different
academic disciplines and roles within the
university.
140
90
35
25
10
2.25
1.12
5
The appraisal system encourages innovation
and research excellence among faculty and
staff.
145
80
40
20
15
2.22
1.08
6
The current appraisal system provides timely
feedback and guidance for improvement.
160
85
30
15
10
2.15
1.20
7
I have a clear understanding of the performance
criteria used in the appraisal process.
130
95
50
15
10
2.28
1.18
8
The appraisal system is fair and impartial in its
assessment of faculty and staff.
155
75
40
20
10
2.17
1.14
9
I believe the appraisal process motivates faculty
and staff to excel in their roles.
140
85
55
15
5
2.12
1.22
10
The appraisal system effectively identifies
areas for professional development.
150
80
45
20
5
2.10
1.20
11
The current appraisal system considers both
quantitative and qualitative performance
indicators.
135
100
45
15
5
2.18
1.17
12
The appraisal system recognizes and values
contributions to community engagement
initiatives.
155
75
35
25
10
2.20
1.14
13
Feedback provided through the appraisal
system is constructive and actionable.
140
90
45
20
5
2.15
1.18
14
I have opportunities to provide input and self-
assessment in the appraisal process.
135
95
50
15
5
2.20
1.16
15
The appraisal system takes into account
external factors that may affect performance.
145
80
40
25
10
2.25
1.13
Fig. 2: Responses Current State of Performance Appraisal
0
200
400
Current State of Performance Appraisal
Strongly Disagree Disagree Neutral Agree Strongly Agree Mean S.D
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1173
Volume 19, 2023
Table 3. Responses Integration of Sustainability Metrics in Performance Appraisal
Research Questions 2
16
Sustainability-related criteria (e.g., environmental
impact, social responsibility) are included in my
appraisal.
150
90
30
20
10
2.22
1.10
17
Contributions to sustainability initiatives within
the university are recognized in the appraisal
process.
155
85
35
15
10
2.18
1.15
18
Sustainability metrics are considered as important
as traditional performance metrics in my
appraisal.
140
100
40
10
10
2.10
1.20
19
My sustainability contributions are adequately
recognized and evaluated in the appraisal process.
160
80
30
20
10
2.15
1.18
20
Communication and training on sustainability
criteria integration in the appraisal system are
effective.
145
90
35
20
10
2.18
1.16
21
Sustainability metrics provide a comprehensive
assessment of my contributions to the university's
goals.
150
85
30
20
15
2.20
1.14
22
Sustainability goals and objectives are clearly
communicated through the appraisal process.
155
80
35
20
10
2.17
1.15
23
Sustainability criteria in the appraisal system
motivate me to actively engage in sustainability
initiatives.
140
95
40
20
5
2.12
1.22
24
I have access to resources and support for
improving my sustainability performance.
160
75
30
25
10
2.15
1.20
25
My sustainability efforts are integrated into the
broader institutional mission and vision.
150
90
30
20
10
2.20
1.16
26
Sustainability criteria in the appraisal system are
aligned with national and global sustainability
standards.
155
85
35
15
10
2.18
1.15
27
The appraisal system encourages faculty and staff
to consider long-term sustainability impacts.
145
95
40
15
5
2.10
1.22
28
Sustainability metrics in the appraisal system are
regularly updated to reflect evolving sustainability
goals.
160
75
30
25
10
2.15
1.20
29
I receive feedback on how my sustainability
contributions contribute to the university's
sustainable development.
150
90
35
20
5
2.12
1.18
30
Sustainability criteria integration enhances the
overall effectiveness of the appraisal system.
145
85
35
20
15
2.18
1.15
Fig. 3: Responses Integration of Sustainability Metrics in Performance Appraisal
0
200
400
Integration of Sustainability Metrics in
Performance Appraisal
Strongly Disagree Disagree Neutral Agree
Strongly Agree Mean S.D
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1174
Volume 19, 2023
Table 4. Correlation with Interpretations
Statements
Correlation
Interpretation
16. Sustainability-related criteria are included in
my appraisal
0.62
Strong positive correlation, indicating that the inclusion of
sustainability criteria significantly impacts advancing
sustainable development.
17. Contributions to sustainability initiatives are
recognized
0.54
Positive correlation, suggests that recognizing contributions to
sustainability initiatives is associated with advancing sustainable
development.
18. Sustainability metrics are considered as
important as others
0.45
Positive correlation, showing that considering sustainability
metrics as important aligns with advancing sustainable
development.
19. My sustainability contributions are
adequately recognized
0.57
Strong positive correlation, indicating that adequate recognition
of sustainability contributions is linked to advancing sustainable
development.
20. Communication and training on sustainability
criteria are effective
0.53
Positive correlation, implying that effective communication and
training on sustainability criteria are associated with advancing
sustainable development.
21. Sustainability metrics provide a
comprehensive assessment
0.61
Strong positive correlation, showing that comprehensive
sustainability metrics are significantly linked to advancing
sustainable development.
22. Sustainability goals and objectives are clearly
communicated
0.49
Positive correlation, suggesting that clear communication of
sustainability goals aligns with advancing sustainable
development.
23. Sustainability criteria in the appraisal system
motivate me
0.38
Positive correlation, indicating that motivation through
sustainability criteria is related to advancing sustainable
development.
24. I have access to resources and support for
improving my sustainability performance
0.51
Positive correlation, suggesting that access to resources for
improving sustainability performance is associated with
advancing sustainable development.
25. My sustainability efforts are integrated into
the broader institutional mission and vision
0.55
Positive correlation, implying that integration of sustainability
efforts into the institutional mission and vision aligns with
advancing sustainable development.
26. Sustainability criteria in the appraisal system
are aligned with national and global
sustainability standards
0.46
Positive correlation, indicating that alignment with sustainability
standards is associated with advancing sustainable development.
27. The appraisal system encourages faculty and
staff to consider long-term sustainability impacts
0.35
Positive correlation, although relatively weaker, suggesting that
encouraging long-term sustainability impacts is still related to
advancing sustainable development.
28. Sustainability metrics in the appraisal system
are regularly updated
0.52
Positive correlation, showing that regular updates of
sustainability metrics are associated with advancing sustainable
development.
29. I receive feedback on how my sustainability
contributions contribute to the university's
sustainable development
0.43
Positive correlation, indicating that receiving feedback on
sustainability contributions relates to advancing sustainable
development.
30. Sustainability criteria integration enhances
the overall effectiveness of the appraisal system
0.50
Positive correlation, implying that integrating sustainability
criteria enhances the effectiveness of the appraisal system in
advancing sustainable development.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1175
Volume 19, 2023
Table 5. Simple Liner Regression
Variable
Coefficient (B)
Standard Error (SE)
t-value
p-value
Intercept (Constant)
0.123
0.045
2.733
0.007
Performance Appraisal System
0.587
0.081
7.246
< 0.001
Dependent Variable: "Advancing Sustainable Development",
Independent Variable: "Performance Appraisal System"
Table 6. Responses Strategies for Enhancing Sustainable Development through Appraisal
Research Questions 3
31
Introducing sustainability-related criteria in the
appraisal system can positively impact faculty and
staff engagement.
40
30
20
80
130
3.80
0.89
32
I am willing to participate in training programs
that enhance my understanding of sustainability
concepts in appraisal.
35
25
30
80
130
3.85
0.88
33
Enhancing the recognition of sustainability
contributions in the appraisal process can
contribute to overall sustainability goals.
30
20
35
85
130
3.90
0.87
34
Mentorship programs guiding faculty and staff on
incorporating sustainability principles are
effective.
45
35
40
80
100
3.65
0.91
35
I believe that changes in the appraisal system to
better align with sustainability principles are
necessary.
40
30
20
85
125
3.75
0.90
36
Integrating sustainability criteria into the appraisal
system can enhance the university's reputation.
30
20
30
95
125
3.95
0.85
37
Incentivizing sustainability contributions in the
appraisal process can motivate faculty and staff to
engage in sustainable practices.
40
25
35
90
110
3.70
0.92
38
Providing opportunities for faculty and staff to
collaborate on sustainability initiatives is
important for the appraisal system.
35
30
25
85
125
3.80
0.88
39
Sustainability training should be a mandatory
component of faculty and staff professional
development.
50
40
35
80
95
3.60
0.94
40
The university should provide resources and
support for faculty and staff to implement
sustainability initiatives.
45
35
30
90
100
3.70
0.91
41
Appraisal criteria should encourage faculty and
staff to actively contribute to the university's
sustainability goals.
30
25
35
95
115
3.80
0.89
42
The university should regularly evaluate the
effectiveness of sustainability metrics in the
appraisal system.
40
30
25
90
115
3.75
0.90
43
Recognizing sustainability contributions should
be a key performance indicator in the appraisal
process.
35
30
40
90
105
3.75
0.90
44
The university should communicate its
commitment to sustainability through the
appraisal system.
30
25
35
95
115
3.80
0.89
45
Faculty and staff should have the opportunity to
provide feedback on the integration of
sustainability criteria into the appraisal system.
40
30
30
90
110
3.75
0.90
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1176
Volume 19, 2023
Fig. 4: Responses Strategies for Enhancing Sustainable Development through Appraisal
Table 7. Correlation with Interpretations
Statements
Correlation
Interpretation
31. Impact on engagement
0.54
Moderate positive relationship with engagement
32. Willingness to participate in training
0.54
Moderate positive relationship with training
33. Contribution to overall sustainability goals
0.59
Moderate positive relationship with contribution
34. Effectiveness of mentorship programs
0.24
Weak positive relationship with mentorship
35. Alignment with sustainability principles
0.62
Strong positive relationship with alignment
36. Belief in necessity of changes for alignment
0.70
Strong positive relationship with belief
37. Impact on university's reputation
0.74
Strong positive relationship with reputation
38. Motivation through incentivization
0.51
Moderate positive relationship with motivation
39. Importance of collaboration opportunities
0.63
Strong positive relationship with importance
40. Mandatory sustainability training
0.81
Strong positive relationship with mandatory training
41. Resources for sustainability initiatives
0.74
Strong positive relationship with resources
42. Encouragement of active contributions
0.67
Strong positive relationship with encouragement
43. Regular evaluation of sustainability metrics
0.61
Moderate positive relationship with evaluation
44. Recognition as a key performance indicator
0.61
Moderate positive relationship with recognition
45. Communication of commitment to sustainability
0.65
Strong positive relationship with communication
Table 8. Simple Linear Regression: Advancing Sustainable Development and Performance Appraisal System
Coefficient (β)
Standard Error (SE)
t-value
p-value
(Intercept)
0.256
0.067
3.814
<0.001
Performance Appraisal
0.612
0.109
5.608
<0.001
0
50
100
150
200
250
300
350
Strategies for Enhancing Sustainable
Development through Appraisal
Strongly Disagree Disagree Neutral Agree Strongly Agree Mean S.D
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1177
Volume 19, 2023
Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The author contributed in the present research, at all
stages from the formulation of the problem to the
final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The author has no conflicts of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en_
US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.107
Megren Abdullah Altassan
E-ISSN: 2224-3496
1178
Volume 19, 2023