Analyzing Academic Members' Expectations from a Performance Evaluation System and Their Perceptions of Obstacles to Such an Evaluation System: Education Faculties Sample
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Cukurova Univ
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
The assesment and evaluation of academic members in faculties in a systematic way is a crucial issue because higher education institutions put a large emphasis on a transparent, efficient and successful management. This study aims to conduct a mixed (quantitative and qualitative) research about the expectations of Education Faculties' academic members about a performance evaluation approach and the obstacles to such an evaluation system. Convergent parallel mixed method design has been preferred as research model. Expectations from performance assessment subscale and barriers to performance assessment subscale have been used as data collection tools which are developed by Tonbul (2008). Independent Samples t-test and ANOVA are used for analysis of quantitave data; and content analysis is used for analysis of qualitative data. As a result of this study, it is found out that academic members have a moderate level of expectations from a performance evaluation approach. The highest expectations belong to assistant professors while the lowest belong to professors. The mostly agreed expectations of academic members from a performance evaluation approach are found to be developing a consensus about the criteria of an effective academician, affecting professional development of academic members positively and increasing workload of academic members. The most frequent obstacles to a performance evaluation approach emerged as current organizational mechanism of higher education institutions and workload of faculty academic members. The scores of both expectations and obstacles significantly differ depending on taking academic incentive, work experience in higher education, academic title and satisfaction level of academicians from their institutions. As a result of qualitative analysis, there emerge many themes and codes related to a performance evaluation system. In Attitude Towards Performance Approach theme, the most frequent codes appeared to be adopters, doubters. In Academicians' Priorities theme, the codes emerged as research and publications, evaluation of quality of instruction, advisory for undergraduates and postgraduates; In Positive Effects theme, the codes emerged as motivation, financial support, search of quality; In Negative Effects theme, the codes emerged as intra-institutional rivalry, academic dishonesty; In Obstacles theme, the codes emerged as intense workload, lack of instrintic motivation; and finally In Suggestions theme, the codes emerged as more officer employment, institutional support for academic efforts and research publishings.
Description
Keywords
Performance evaluation, Quality in higher education, Accountability
Journal or Series
Cukurova University Faculty of Education Journal
WoS Q Value
N/A
Scopus Q Value
N/A
Volume
48
Issue
2
