German Professors’ Motivation to Act as Peer Reviewers in Accreditation and Evaluation Procedures

Abstract Acting as a reviewer is considered substantial part of the role-bundle academic profession (quality assurance (QA) and quality enhancement (QE) role). Research literature about peer review, for example, journals grants, shows that acting adds to an academic’s reputation. However, little known academics’ motivation act reviewers. Based on self-determination theory, multidimensional work scale (Gagné et al. 2015) used survey German professors The results factor analysis show no intrinsic in accreditation evaluation procedures. Presumably, due socialization effects, identified among higher compared introjected or extrinsic motivation. A preference HEI leadership/management predicts reviewer, but teaching does not. Overall, suggest reviewers procedures accept ambivalence being self-determined exercising QA QE professional role involuntarily management tool education governance. findings reviewing – also research based (and introjected) not motivation, socialized acceptance journal review best most suitable mechanism QE.