2026-06-02T05:58:36Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/86932024-02-17T01:05:22Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

00925njm 22002777a 4500 dc González Calvo, Gustavo author Hernando Garijo, Alejandra author Hortigüela Alcalá, David author Pérez Pueyo, Ángel author 2020-09 We seek to describe some of the features and symptoms that define novice university teachers in their attempts to pursue a professional career at university. Presently, university culture revolves around the evaluation of professionals based on the quantity of work published in high-impact journals (“weight evaluations”).This situation not only has its effects at a personal level, but also on the quality of the education that teachers might wish to impart. Nine university teachers -five women and four men- with experience of between three and five years in different knowledge areas were interviewed to ascertain these symptoms. The results reflected the stress to which the new teachers are subjected, the implacable assessment programmes that are part and parcel of a professional university career, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career. 1052-0147 http://hdl.handle.net/10259/8693 10.46743/2160-3715/2020.4253 2160-3715 Audit Culture Higher Education Narrative Analysis Qualitative Research University Accreditation Weight Assessment The Perverse Dynamics of University Career: A Narrative Analysis Based on the Personal and Professional Implications