Abstract

This qualitative review critically examines how academic staff in African higher education institutions conceptualize, experience, and navigate workforce productivity. Drawing on empirical literature published between 2021 and 2026, the study identifies key motivational drivers and institutional constraints shaping teaching, research, and service performance, with particular attention to Nigerian contexts while integrating comparative insights from Cameroon, Ghana, and South Africa. Findings reveal that both intrinsic motivators (autonomy, professional recognition, mentorship) and extrinsic motivators (salary, promotion, research funding) interact with systemic factors, including leadership practices, workload, infrastructure, and workplace politics, to influence productivity outcomes. The study synthesizes these insights into a conceptual model of academic productivity in African universities, highlighting the interrelationships among personal, institutional, and managerial factors. The review concludes with strategic recommendations for educational management, workforce optimization, and policy reforms aimed at enhancing academic productivity across African higher education institutions.