The pressure to enhance research productivity in higher education institutions (HEIs) has led many universities to regulate faculty research activities through various accountability and incentive policies around the globe. Previous studies examining research performance policies (RPPs) documented the various responses of HEIs and faculty as well as faculty's perceptions toward RPPs. However, previous studies did not attempt to understand the underlying purposes and assumptions behind variation in responses and perceptions. Accordingly, the study sought to understand how faculty and administrators from two disciplinary areas (health and social sciences/education), at a Saudi university, understand, perceive and make sense of the University RPP. Using sensemaking theory, and through interviews and document analysis, the study revealed the divergent beliefs and held perceptions about the RPP, across the institutional actors. On the one hand, college/department administrators perceived the RPP as problematic given the current unsupportive organizational culture and the faculty's traditional role that is heavily dependent on teaching and services. On the other hand, faculty perceived the RPP as limiting their research autonomy and thus actively resisted it. Policy requirements held different perceived consequences for international faculty and highlighted the distinct power status associated with faculty's employment status based on their nationality.