Departamento de Didáctica y Organización Escolarhttps://hdl.handle.net/10481/44622024-03-28T15:14:06Z2024-03-28T15:14:06ZAcademic identities in today’s university: a visual studyMula Falcón, JavierDomingo Segovia, JesúsCaballero Rodríguez, Katiahttps://hdl.handle.net/10481/901452024-03-20T13:42:59ZAcademic identities in today’s university: a visual study
Mula Falcón, Javier; Domingo Segovia, Jesús; Caballero Rodríguez, Katia
Recent years have seen the development of accountability processes to monitor the quality, autonomy, and performance of universities. These include the evaluation of university academics based on a quality quantification system that prioritizes research over other roles. For Spanish academics, their professional trajectories hinge entirely on successfully navigating evaluation procedures of this type. This study analyzes the impact of these processes on the academic identity of university teaching staff through an alternative and complementary perspective using visual methodologies. To this end, we employed collaborative image creation processes and engaged in reflective analysis, applying both narrative (vertical) and paradigmatic (horizontal) approaches. The results reveal the particular impact of evaluation processes on the identity of university academics. Additionally, we observed the influence of other elements that further amplify this impact, including job insecurity, the quest for employment stability, autonomy to fulfill the work role, as well as the prevalence of inequalities and competitiveness within access procedures. Consequently, we have identified the development of identities with distinct nuances, all underpinned by a common thread: subservience to the demands of evaluation processes, which have emotional and health consequences. This article concludes by proposing lines of action to enable the optimal development of academics.
Early career academic's odyssey: A narrative study of her professional identity constructionMula-Falcón, JavierCaballero Rodríguez, Katiahttps://hdl.handle.net/10481/901442024-03-20T13:42:16ZEarly career academic's odyssey: A narrative study of her professional identity construction
Mula-Falcón, Javier; Caballero Rodríguez, Katia
Recent decades have seen a major transformation of the Spanish university system caused by changes introduced in the teaching staff evaluation procedure in which research has been prioritized. As a result, there has been a growing interest in studying how these procedures impact the way in which early career academics construct their professional identity. In this vein, this article aims to analyze how the professional identity of this group is constructed and developed in the current context of higher education. To this end, a single case study was conducted, applying a biographical-narrative approach. The results show how professional identity development has become polarized in terms of initial rejection to full acceptance of the demands of modern academia. Consequently, professional practices have also been affected by the prioritization of research over teaching, leading to the development of unethical practices to maintain competitiveness. All of these effects have contributed to high levels of stress and job dissatisfaction. Furthermore, maternity is also seen as an obstacle to female academics’ professional and academic development. Finally, our findings highlight the need for policies that provide full support aimed at helping young researchers live balanced professional lives.
Review of higher education policy during the pandemic: A Spanish perspectiveMula Falcón, JavierCruz Gonzalez, CristinaDomingo Segovia, JesúsLucena Rodríguez, Carmenhttps://hdl.handle.net/10481/901422024-03-20T13:40:21ZReview of higher education policy during the pandemic: A Spanish perspective
Mula Falcón, Javier; Cruz Gonzalez, Cristina; Domingo Segovia, Jesús; Lucena Rodríguez, Carmen
The COVID-19 pandemic has prompted profound changes in Higher Education. Thus, policymakers in different national contexts worldwide needed to design alternative responses to deal with new educational scenarios. In Spain, rethinking educational management in Higher Edu- cation remains an issue of current debate. Methodological readjustments towards virtual teaching, the digital divide due to socio-economic and cultural issues of the students, unequal access to education, or a decrease in internationalization have been some of the most significant adversities faced during this time. Amid this crisis, the measures taken by political leaders and university managers played an essential role. This study aims to provide an overview of the policy measures developed during this period, describing some of the most important decisions taken by different universities in Spain. To this end, an exploration based on secondary data from extensive literature reviews is carried out to construct a descriptive analysis of the measures implemented in Spanish universities. The findings highlight the coordinated action of the Spanish university system and the staunch defense of face-to-face teaching. This health crisis has also highlighted the deficits of this level of education and shed light on its future. Spain faces major challenges in the field of higher education. Consequently, the Spanish university system must begin building the foundations for educational innovation and training education professionals without fear of online scenarios. Finally, this article also proposes suggestions to guide policymakers in dealing with future adverse situations.
Exploring academics’ identities in today’s universities: a systematic reviewMula-Falcón, JavierCaballero Rodríguez, KatiaDomingo Segovia, Jesúshttps://hdl.handle.net/10481/901272024-03-20T13:35:06ZExploring academics’ identities in today’s universities: a systematic review
Mula-Falcón, Javier; Caballero Rodríguez, Katia; Domingo Segovia, Jesús
Purpose – 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.
Design/methodology/approach – 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 10years. 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.
Findings – 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.
Research limitations/implications – 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.
Originality/value – 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.
Neoliberalism and its impact on academics: a qualitative reviewMula-Falcón, JavierCaballero Rodríguez, Katiahttps://hdl.handle.net/10481/901252024-03-20T13:32:19ZNeoliberalism and its impact on academics: a qualitative review
Mula-Falcón, Javier; Caballero Rodríguez, Katia
The changes produced in higher education as a consequence of neoliberal influences have had a considerable impact on the university world. As a consequence, there has been a growing research interest in how such changes have affected academics. However, recent review studies related to this issue are scarce in the literature. Therefore, this sys- tematic review aims to provide a general overview of the way in which these new changes in higher education have had an impact on teachers. To this end, a bibliographic search was conducted on the Web of Science, SCOPUS, and Education Resources Information Centre, which yielded a total of 38 articles published in international journals. Thematic analysis was applied using the NVivo 12 software package, from which three emerging themes were identified: action strate- gies in view of new neoliberal demands; construction of the professional identities; and work, health and social conse- quences. Further, this review highlighted the need for more research on the influence of the closest social context (research team/department) on academic staff; as well as the development of systematic reviews of the literature that go deeper into the processes of construction and develop- ment of new professional identities.