Academic identities in today’s university: a visual study
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Accountability Educación Superior Metodología visual Accountability Academics’ identity Visual methodology
Fecha
2024-03-15Patrocinador
This work was funded by the State Research Agency, Spanish Ministry of Science, and Innovation, through the project ‘The influence of neoliberalism on academic identities and the level of pro- fessional satisfaction’ – NEOACADEMIC – (PID2019-105631GA-I00/SRA (State Research Agency)/10.13039/501100011033); by FEDER/Junta de Andalucía-Consejería de Transformación Económica, Industria, Conocimiento y Universidades/El Profesorado Novel en las Universidades Andaluzas: Identidades académicas, cuantificadas y digitalizadas (B_SEJ-534-UGR20); and by the grants for the support and promotion of research by the University of Granada in the field of equality through the project ‘Gender inequalities in the new managerialist university and their impact on women academics – DAMA – ’ (INV-IGU199-2022). This project has also received funding from the Ministry of Universities (Spain) through the University Teacher Training Grants Programme (FPU19/00942).Resumen
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.