Academics all over the world are feeling the increasing pressure to attain satisfactory research performance. Since research is not the only activity required of academics, though, the debate on how it may be coupled with other knowledge transfer activities like teaching, patenting, and dissemination has been captivating scholars interested in higher education. The literature is surprisingly silent about the interplay between research performance and other roles and tasks that faculty are expected to carry out, namely academic citizenship, intended as the service that they provide to their institution, to the scientific community, and to the larger society. Through a negative binomial regression conducted on 692 Italian academics in management, this paper investigates both the direct and moderating effect exerted by academic citizenship on the relationship between research performance in two subsequent evaluation exercises, thus advancing our knowledge of the relationship between research and service. Findings show that institutional service acts as a pure moderator, discipline-based service is a quasi-moderator, while public service exerts only a direct negative effect on research performance. In light of the emergent interplay between research and service, the necessity to boost reflection on academic citizenship is discussed and suggestions for its acknowledgement and advancement are formulated.

世界各地的学者都感受到了获得令人满意的研究成果的越来越大的压力。然而，由于研究并不是学者所需的唯一活动，关于它如何与其他知识转移活动（如教学、专利申请和传播）相结合的辩论一直吸引着对高等教育感兴趣的学者。令人惊讶的是，文献对研究绩效与教师应履行的其他角色和任务之间的相互作用保持沉默，即学术公民，旨在为他们的机构、科学界和更大的社会提供服务。通过对 692 名意大利管理学学者进行的负二项式回归，本文研究了学术公民在两个后续评估活动中对研究绩效之间的关系所产生的直接和调节作用，从而提高了我们对研究与服务之间关系的认识。研究结果表明，机构服务是纯粹的调节器，学科服务是准调节器，而公共服务仅对研究绩效产生直接的负面影响。鉴于研究与服务之间的新兴相互作用，讨论了促进对学术公民反思的必要性，并提出了对其认可和进步的建议。研究结果表明，机构服务是纯粹的调节器，学科服务是准调节器，而公共服务仅对研究绩效产生直接的负面影响。鉴于研究与服务之间的新兴相互作用，讨论了促进对学术公民反思的必要性，并提出了对其认可和进步的建议。研究结果表明，机构服务是纯粹的调节器，学科服务是准调节器，而公共服务仅对研究绩效产生直接的负面影响。鉴于研究与服务之间的新兴相互作用，讨论了促进对学术公民反思的必要性，并提出了对其认可和进步的建议。