La otra cara de la evaluación del profesorado universitario: investigación vs. docencia

In recent decades, Higher Education has witnessed a series of challenges, with a series of reforms aimed at improving its quality. In addition to a number of obvious structural changes, these reforms have included the promotion of new forms of governance characterised by their capacity to generate processes of self-monitoring and changes in academic identities. Evaluation systems have been linked to a policy of incentives and professional careers. This article, as part of the theme we are working on in two research projects, reviews the impact that these new forms of governance have on university teaching staff, paying special attention to the construction of their identity and the development of their functions (teaching and research). Secondly, the impact on university teaching staff, far from the principles that inspired the Bologna Declaration, will be analysed. Finally, the consequences both on university teaching staff and on the university's own missions will be discussed