What motivates academics to participate in review groups for accreditation and evaluation procedures?
Acting as a peer reviewer adds to an academic’s reputation. However, little is known about the motivation to review. On the basis of self-determination theory Sandra Ohly and Christian Schneijderberg examined which types of motivation dominate among German professors acting as reviewers in accreditation and evaluation procedures. The findings suggest that peer reviewing – also of research – is based on identified (and introjected) and not intrinsic motivation.
Open Access to the article is provided at: https://link.springer.com/article/10.1007/s11024-020-09430-5