Search results

This article focuses on understanding the evolution of the academic identity of a university academic within the contemporary university context, highlighting the significant influence of professional performance evaluations.

In order to achieve the objectives, a narrative-biographical approach was used, through an in-depth analysis of the life and professional career of a Spanish academic.

The results reveal a progression in identity from a state of naivety to that of a survivor, characterized by a strong adherence to the demands of scientific production, with research assuming a central role. This shift is motivated by an enduring pursuit of stable employment conducive to full professional and personal development. Several factors influence this change, including the context of evaluation, lack of funding, relationship with the thesis supervisor, and job instability, among others. The article concludes by outlining policy implications aimed at enhancing the work and professional standards of university faculty. These recommendations include awareness-raising initiatives, re-evaluating existing evaluation systems, and promoting institutional support, among other measures. Implementing these strategies is expected to optimize the professional growth of academics and, therefore, enhance the quality of services provided by universities.

Although previous research has acknowledged the impact of these evaluations, this study stands out by exploring how academic identity is shaped and reconfigured over the course of a career.

The study aims to analyse international studies on the impact that new forms of control and performativity in higher education have on academics’ identity. The aim was threefold, namely, to provide an overview of the main published findings; to establish biases and future lines of research and to offer a starting point to stimulate a debate on the future of universities.

The present study consists of a systematic review aimed at providing an overview of the main professional identities (PIs) described in the literature in the past 10 years. A bibliographic search was conducted on the Web of Science, SCOPUS and Education Resources Information Centre, which yielded a total of 26 articles that were subsequently subjected to thematic analysis.

The study provides an overview of the types of identities developed by academics as a result of the new forms of control. Among the main findings, this study reveals a clear predominance of PIs characterised by submission to the new neoliberal demands. The professional, social and health consequences associated with these identities are also highlighted. Finally, a proposal is made for future research to better understand how these new PIs are constructed and developed.

Because of the chosen filters or databases, the study could have omitted possible articles relevant to this review. Therefore, researchers are encouraged to replicate such a study by expanding, for example, the languages used.

This study helps us to obtain a detailed description of the different identities generated as a consequence of the new governance of higher education. Furthermore, possible implications for mitigating this situation are mentioned.

Improving and assuring the quality of higher education has become a key element of policy agendas worldwide. To this end, a complete accountability system has been developed through various evaluation procedures. Specifically, this study analyzes the perceptions of university teaching staff on the impact of performance appraisal systems on their professional activity, health and personal lives.

The study adopted a nonexperimental descriptive and causal-comparative design using a questionnaire that was completed by a sample of 2,183 Spanish teachers. The data obtained were analyzed using descriptive statistics and comparisons of differences.

The results show that, according to teachers, the evaluation criteria undermine the quality of their work by encouraging them to neglect teaching, increase scientific production and engage in unethical research practices. Their views also emphasize the social and health-related consequences of an increasingly competitive work climate, including increased stress levels. Finally, significant differences are observed regarding gender, professional category and academic discipline, with women, junior faculty and social sciences teachers expressing particularly strong views.

The originality of this study lies in the application of a method that contributes to the international debate through a national perspective (Spain) that has so far received little attention.

Nowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education, the development of different types of collaborative networks has been observed, leading, in recent years, to the creation of educational macro-networks that generate links between schools and different types of institutions. Therefore, this study consists of a systematic review to examine the most relevant findings on this type of educational macro-networks. The authors’ objectives were: to examine the main characteristics of this type of networks; to analyze the consequences they cause; and to determine which aspects contribute to or hinder their construction and development.

A bibliographic search was carried out in Web of Science, SCOPUS and Education Resources Information Center, which yielded a total of 29 studies that were analyzed thematically using Nvivo software.

Among the most noteworthy results are: the wide variety of existing structures; the benefits they generate in terms of learning outcomes, educational equity and the reduction of inequalities; and the influence exerted by the type of leadership and policies in the development of this macro-networks. Finally, future lines of research and policy implications for practice are highlighted.

In this society, networks have become the basic core of an organization and the new form of social interaction. As a result, networks have begun to play a fundamental role in today's societies, even permeating various spheres such as education. In this context, it is essential to analyse this type of relationship in the field of education in order to truly understand its implications in this sector as well as its development and structure.