This study examines the influence of workload and supervisor support on lecturer productivity, with work–life balance serving as an intervening factor, in the context of Indonesia’s transition to workload-based evaluation systems. Data were collected from 736 university lecturers across Indonesia through questionnaires distributed via the Directorate General of Higher Education’s application. Structural Equation Modeling (SEM) analysis revealed that workload hurts work–life balance (C.R. = −5.095), but it has a positive influence on lecturer productivity (C.R. = 3.567). Meanwhile, supervisor support has a positive effect on work–life balance (C.R. = 7.961) but, surprisingly, a negative impact on productivity (C.R. = −3.213). Interestingly, work–life balance showed a negative relationship with lecturer productivity (C.R. = −4.069). The study also revealed that work–life balance mediates the relationship between workload and productivity. The counterintuitive findings suggest that traditional Western-derived work–life balance concepts may not apply to Indonesian academic culture, where work–life integration might be more relevant. These results challenge fundamental organizational behavior assumptions and highlight cultural context in non-Western academic environments. University leaders should therefore address both productivity and well-being by implementing balanced workload practices that include appropriate rewards, welfare benefits, clear career paths, and recreational activities, thereby minimizing stress and burnout. This research contributes to understanding the complex dynamics between workload management, supervisor support, and lecturer well-being in higher education institutions transitioning to performance-based evaluation systems.
Effendi et al. (2025) studied this question.