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.

KEYWORDS:

• Academic career
• accountability
• inbreeding
• evaluation
• neoliberalism

Disclosure statement

This article has been published under the Journal’s transparent peer review policy. Anonymised peer review reports of the submitted manuscript can be accessed under supplemental material online at (https://doi.org/10.1080/21568235.2024.2331116)

Additional information

Funding

This work has been 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 professional satisfaction’, NEOACADEMIC (PID2019-105631GA-I00/SRA (State Research Agency)/10.13039/501100011033); by the R+D+i Project within the framework of the FEDER Operational Programme ‘Early career academics in Andalusian Universities: Academic identities, quantified and digitized’, IDENCUDI (B-SEJ-534-UGR20).

Notes on contributors

Katia Caballero

Katia Caballero is Associate Professor at the Faculty of Education Sciences, University of Granada. Her research focuses on higher education, academic identity and professional development. She has led and participated in various research projects funded by public organizations, has publications on the topics mentioned and has completed different stays at international universities. Her teaching interests are related to educational policy, higher education and school organization.

Tony Harland

Tony Harland is Professor of Higher Education in the Higher Education Development Centre, University of Otago, Aotearoa New Zealand. His recent research projects have looked at the ways in which higher education is valued, how teaching values affect the students’ education, how undergraduate students learn through doing research, and how assessment affects student behaviour and the quality of their education. Tony teaches research methods in higher education and other topics such as learning theory and peer review.

Navé Wald

Navé Wald is a Senior Lecturer at the Higher Education Development Centre, University of Otago, Dunedin, Aotearoa New Zealand. His research focuses on critical thinking in assessment practice, doctoral co-supervision, and students peer review. His teaching interests include supporting those new to research in higher education as well as helping students at all levels to develop their critical skills.

Javier Mula-Falcón

Javier Mula-Falcón is a researcher at the Faculty of Education Sciences, University of Granada. His research focuses on professional identities, higher education and educational policy. He has participated in several research projects funded by public organizations and has several publications. He is member of FYDAD (Training, Development and Teaching) research group.