From Points to Performance: Gamification in Academic Evaluation Systems. A Project Management Case Study at the University of Iceland

This thesis examines whether the academic evaluation system at the University of Iceland exhibits characteristics of gamification and how it influences the behavior, priorities, and experiences of academic staff. Although not formally designed as a gamified structure, the system uses a detailed point-based model that directly determines salary progression, bonuses, sabbatical eligibility, and career advancement. Through qualitative interviews with academic faculty and administrators, the research investigates how these incentives shape work practices, perceptions of fairness, and the balance between teaching and research. Findings reveal that the system generates significant behavioral effects: faculty members adapt their publication strategies to maximize points and make strategic choices about collaborations. While participants disagreed on whether the system should be labelled “gamified”, they consistently described game-like dynamics such as strategic optimization, system gaming, and reward-driven motivation. The strong incentives create both positive and negative outcomes, motivating research productivity and collaboration, but also contributing to stress, disciplinary inequities, reduced intrinsic motivation, and undervaluation of teaching. The study contributes to literature on gamification and incentive systems in higher education by demonstrating how game-like behaviors can emerge unintentionally from performance metrics. It concludes that although the system is necessary for aligning institutional goals and securing research funding, improvements are needed in transparency and support for early-career academics. Enhancing clarity and balance within the evaluation framework could strengthen both academic well-being and the quality of research output.