The impact of evaluation and accountability on academic careers

Abstract

This article examines the work experiences of academics in Spanish universities with respect to how individuals are affected by the complex requirements of neoliberal compliance and a culture of endogamy, often referred to as ‘academic inbreeding’. The need to evaluate and be accountable for most aspects of academic work is relatively new in Spain and presently poorly understood. Compliance systems are usually introduced to enhance the quality of work, hold academics accountable for what they do, and provide a merit-based system for careers. However, in Spain, there is doubt that these objectives are being achieved. In our study, nineteen academics were interviewed about these issues. The majority felt that the evaluation systems were not fit for purpose and because of endogamy, academic merit was not the sole measure of a successful academic career. These outcomes have significant implications for quality and standards in this higher education system and we will argue that both issues need to be dealt with in a broader conversation about quality and the purposes of a university education.