This paper analyzes the impact of job resources on academic productivity measured by publication and credit points in 53 departments in one large Norwegian university. The theoretical framework is the so-called conservation of resources theory. The resources data came from the so-called ARK Intervention Program. The results showed that engagement and administrative and technical support for research and teaching stimulated research publications but had adverse effects on credit points from teaching, thus also contributing to the research-teaching nexus debate. To avoid adverse trade-offs between research and teaching, and to gain further positive effects on research productivity, targeted means and reward structures seem important.