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dc.contributor.authorMula Falcón, Javier 
dc.contributor.authorCaballero Rodríguez, Katia 
dc.date.accessioned2023-10-25T07:02:52Z
dc.date.available2023-10-25T07:02:52Z
dc.date.issued2023-09
dc.identifier.citationMula-Falcón, J., & Caballero, K. (2023). Academics' perceptions regarding performance evaluations and the consequences for their professional and personal activity. Journal of Applied Research in Higher Education.[DOI 10.1108/JARHE-05-2023-0183]es_ES
dc.identifier.urihttps://hdl.handle.net/10481/85223
dc.description.abstractPurpose – 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. Design/methodology/approach – The study adopted a nonexperimental descriptive and causalcomparative 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. Findings – 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. Originality/value – 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.es_ES
dc.description.sponsorshipFEDER/Junta de Andalucia-Consejeria de Transformacion Economica, Industria, Conocimiento y Universidades/El Profesorado Novel en las Universidades Andaluzas B_SEJ-534-UGR20es_ES
dc.description.sponsorshipState Research Agencyes_ES
dc.description.sponsorshipSpanish Government PID2019-105631GA-I00es_ES
dc.description.sponsorshipUniversity of Granada INV-IGU199-2022es_ES
dc.description.sponsorshipMinistry of Universities (Spain) through the University Teacher Training Grants Programme FPU19/00942es_ES
dc.language.isoenges_ES
dc.publisherEmerald Group Publishing Ltdes_ES
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectQualityes_ES
dc.subjectAccountabilityes_ES
dc.subjectAcademics’ performance evaluationses_ES
dc.subjectAcademics perceptiones_ES
dc.subjectBologna processes_ES
dc.subjectConsequenceses_ES
dc.subjectQuantitative studyes_ES
dc.titleAcademics’ perceptions regarding performance evaluations and the consequences for their professional and personal activityes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.1108/JARHE-05-2023-0183
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Atribución 4.0 Internacional
Except where otherwise noted, this item's license is described as Atribución 4.0 Internacional