Expectations and how they are communicated influence employees' motivation, effort, goals, efficacy and performance. This study examined faculty performance evaluation standards and processes of 60 academic departments in research universities for motivationally relevant elements. Characteristics were systematically analysed to understand their content and motivational implications. They were examined for features influential on employee engagement, effort, persistence, innovation and organizational commitment, in an iterative, qualitative process. The researchers distilled eight key features of performance standards with influential, research-based motivational implications and analysed how they are demonstrated in the standards. These eight motivationally positive components were evident, but not consistent across these standards. Findings suggest that higher education institutions re-examine their faculty performance standards, consider their motivational messages and implications. Further research on faculty performance standards is also indicated. (Contains 10 tables and 3 notes.)