This study chose Contingency Theory as a theoretical perspective to empirically investigate the role of transformational leadership, training, lecturer engagement, and compensation in improving lecturer performance. The research respondents were 166 lecturers at the College of Economics in Riau Province. The data was processed using PLS Structural Equation Modeling (SEM). This study proposes lecturer engagement and compensation as a strategy to improve lecturer performance. From the results, it was clear that transformational leadership and education and training affected lecturer performance, lecturer engagement played a role in mediating the effect of leadership and training on lecturer performance, and compensation moderated the effect of lecturer engagement on lecturer performance. These results reinforce the Contingency Theory which states that individual and organizational performance depends on the motivational system and the extent to which the leader has control and influence in certain situations.

This study aims to analyze the effect of knowledge management on job satisfaction, analyze the effect of knowledge management on lecturer performance, analyze the effect of job satisfaction on lecturer performance, and analyze the effect of knowledge management on lecturer performance through job satisfaction. The number of samples in this study were 55 respondents. The analysis technique uses path analysis. The results of the analysis show that knowledge management had a significant effect on job satisfaction. Knowledge management had a significant effect on lecturer performance. Job satisfaction had a significant effect on lecturer performance. Knowledge management had a significant effect on lecturer performance through job satisfaction.