Becoming an academic in Spanish higher education: an in-depth narrative study Mula Falcón, Javier Academic identity Accountability Narrative inquiry Higher education Spain Academic career Evaluation This work was supported 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 professional satisfaction’— NEOACADEMIC—(PID2019-105631GA-I00/SRA (State Research Agency)/ 10.13039/501100011033); and by the R þ Dþi Project within the framework of the FEDER Operational Programme ‘Early career academics in Andalusian Universities: Academic identities, quantified and digitized’ (B_SEJ-534-UGR20). This project has also received funding from the Ministry of Universities (Spain) through the University Teacher Training Grants Programme (FPU19/00942). Purpose – 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. Design/methodology/approach – 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. Findings – 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. Originality/value – 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. 2024-09-02T08:10:19Z 2024-09-02T08:10:19Z 2024-07-31 journal article Mula-Falcón, J. (2024), "Becoming an academic in Spanish higher education: an in-depth narrative study", Qualitative Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-01-2024-0012 https://hdl.handle.net/10481/93737 10.1108/QRJ-01-2024-0012 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ open access Atribución-NoComercial-CompartirIgual 4.0 Internacional Emerald