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<p>Managing up has been associated with increased work engagement and outcome in many professional settings; however, such a mechanism remains under-explored in higher education. Building on Self-Determination Theory and Dualistic Model of Passion, this study investigates the relationship between managing up and work engagement among doctoral students. It also examines the mediating role of passion and the moderating effects of motivation within this relationship. Questionnaire data collected from 355 doctoral students across ten universities in China reveal that managing up positively correlates with enhanced work engagement, mediated by both harmonious and obsessive passions. Furthermore, intrinsic and extrinsic motivations are found to significantly moderate the effects of manage up on harmonious and obsessive passions respectively. It concludes by proposing implications to higher education leaders regarding developing supportive environments that can foster doctoral students’ academic engagement and professional development.</p>

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How Managing up Fuels Doctoral Students’ Work Engagement: The Roles of Passion and Motivation

  • 期刊论文

  • 发表日期：

    2025年9月16日

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  • Yutong Liu,
  • Mingyu Li,
  • Xin Zhang

摘要

Managing up has been associated with increased work engagement and outcome in many professional settings; however, such a mechanism remains under-explored in higher education. Building on Self-Determination Theory and Dualistic Model of Passion, this study investigates the relationship between managing up and work engagement among doctoral students. It also examines the mediating role of passion and the moderating effects of motivation within this relationship. Questionnaire data collected from 355 doctoral students across ten universities in China reveal that managing up positively correlates with enhanced work engagement, mediated by both harmonious and obsessive passions. Furthermore, intrinsic and extrinsic motivations are found to significantly moderate the effects of manage up on harmonious and obsessive passions respectively. It concludes by proposing implications to higher education leaders regarding developing supportive environments that can foster doctoral students’ academic engagement and professional development.