I suspect that one’s research profile on campus has no relationship to what happens off campus in the research community. (Keep in mind that this pertains to teaching campuses.)
These kinds of perceptions might matter, to some extent, if they govern how resources are allocated.
A person might be considered to be mighty fine on campus in their small pond (get it?!), but among their research peers could be unknown. Likewise, I’ve known a couple people who have been tremendous scholars in their own fields but this fact was either unknown, unappreciated, or willfully ignored on their own campus.
There might even be a negative relationship between the two parameters. Some people who have scant standing in their scholarly communities can easily puff up every little thing and can readily deceive professors outside their disciplines. In some fields, conferences are more prestigious than journal articles, and in others, only books count for much. In one’s own department, the sham might be transparent, but throughout campus the big scholarly charades can be successful. Promoting yourself on campus takes time, and that’s time that could be spent getting real work done.
Serious and productive scholars may have no time or incentive for promoting or discussing their research on campus. In departments or colleges where major research is more cause for suspicion than praise (which I’ve seen multiple times), wise researchers should keep their heads down.
(As a corollary, most administrators are smart people and can see through the bunk pretty easily, and they also have access to information that others don’t have. So, a widespread perception among faculty on campus doesn’t mean that the the Dean and the Provost don’t know the time of day. This is, as far as I’m concerned, the only place where perceptions matter, because this is where resources get allocated. I don’t really know how to influence this, though, other than by keeping my head down and working. If I use my words sparingly, each one will have more weight. So, I avoid interacting with administrators as much as possible, so that if I really do need something, there’s a greater chance they’ll be there for me. That’s the most sophisticated I’ve gotten at image management, which I think is rudimentary.)
In short, my anecdotal observations suggest that, the more someone talks about research on a teaching campus, the less it happens. I’m not sure how universal this observation might apply, though.