Abstract
Background-Indonesian maritime higher education institutions (MHEIs) operate under
Ministry of Transportation governance, creating distinct constraints on lecturer performance and satisfaction that conventional higher education frameworks inadequately capture. Objectives-This study examines how educational quality policy implementations—spanning competence, digitalization, and institutional governance—directly and indirectly influence lecturer job satisfaction and performance in Indonesian MHEIs. Method: A convergent parallel mixed-methods design was employed. Survey data from 425 lecturers across fourteen MHEIs were analysed using SEM-PLS, supplemented by a systematic literature review of 156 peer-reviewed articles (2021–2026). Results-Digitalization quality (β=0.412), institutional policy clarity (β=0.387), and lecturer competence (β=0.356) significantly predicted job satisfaction and performance. Compensation, leadership, culture, and career development were non-significant, reflecting structural governance constraints. Job satisfaction partially mediated institutional effects on performance (VAF=31.9%). Conclusions-Prioritising digitalization, policy clarity, and competence development within current governance constraints, alongside longer-term structural governance reform, is essential for sustainable maritime academic workforce development.