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dc.contributor.authorGonzález Calvo, Gustavo
dc.contributor.authorHernando Garijo, Alejandra 
dc.contributor.authorHortigüela Alcalá, David 
dc.contributor.authorPérez Pueyo, Ángel
dc.date.accessioned2024-02-16T11:07:34Z
dc.date.available2024-02-16T11:07:34Z
dc.date.issued2020-09
dc.identifier.issn1052-0147
dc.identifier.urihttp://hdl.handle.net/10259/8693
dc.description.abstractWe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherNova Southeastern Universityen
dc.relation.ispartofThe Qualitative Report. 2020, V. 25, n. 8, p. 3000-3018en
dc.rightsAtribución-NoComercial-CompartirIgual 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectAudit Cultureen
dc.subjectHigher Educationen
dc.subjectNarrative Analysisen
dc.subjectQualitative Researchen
dc.subjectUniversity Accreditationen
dc.subjectWeight Assessmenten
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.titleThe Perverse Dynamics of University Career: A Narrative Analysis Based on the Personal and Professional Implicationsen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.46743/2160-3715/2020.4253es
dc.identifier.doi10.46743/2160-3715/2020.4253
dc.identifier.essn2160-3715
dc.journal.titleThe Qualitative Reporten
dc.volume.number25es
dc.issue.number8es
dc.page.initial3000es
dc.page.final3018es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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