To examine the impact of management practices on teaching and research outcomes, we analyze unique, nationally representative, and granular data that we collected from close to 300 university departments, 5,000 faculty, and 40,000 students in India. Through analyzing these data, we produce three novel sets of findings. First, we find that better management practices, on average, do not have significant effects on domain-specific or domain-general aspects of student learning. Any positive relationship between management practices and student learning disappears once we control for selection by student ability into institutions. Second, and by contrast, we find that better management practices—in particular better target-setting and performance-oriented practices—significantly increase faculty research productivity. Third, we find that the effect of better management practices depends on the performance goals of institutions.