Tania F. Gómez Sánchez, Maria Alfredo Moreira
The paper presents an analysis of the impact of European and international educational and economic policies on the process of the faculty performance assessment in a national context. An empirical study was conducted at a school of education in a public research university in Portugal, with the purpose of identifying academics’ perceptions about the assessment process. To that end, 17 semi-structured interviews were conducted with academics from a public university using a phenomenological approach. The results indicate that academics find the assessment process to be both necessary and relevant; however, they also highlight its contradictions within the stated goals. Teaching assessment in higher education is perceived as strongly influenced by neoliberalism and performativity; it is considered a legal imposition, bureaucratic, mostly quantitative, and bearing uncertain consequences. In their view, any assessment process should include professional development along with accountability aims
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