Becoming an academic in Spanish higher education: an in-depth narrative study

Abstract

Purpose

This article focuses on understanding the evolution of the academic identity of a university academic within the contemporary university context, highlighting the significant influence of professional performance evaluations.

Design/methodology/approach

In order to achieve the objectives, a narrative-biographical approach was used, through an in-depth analysis of the life and professional career of a Spanish academic.

Findings

The results reveal a progression in identity from a state of naivety to that of a survivor, characterized by a strong adherence to the demands of scientific production, with research assuming a central role. This shift is motivated by an enduring pursuit of stable employment conducive to full professional and personal development. Several factors influence this change, including the context of evaluation, lack of funding, relationship with the thesis supervisor, and job instability, among others. The article concludes by outlining policy implications aimed at enhancing the work and professional standards of university faculty. These recommendations include awareness-raising initiatives, re-evaluating existing evaluation systems, and promoting institutional support, among other measures. Implementing these strategies is expected to optimize the professional growth of academics and, therefore, enhance the quality of services provided by universities.

Originality/value

Although previous research has acknowledged the impact of these evaluations, this study stands out by exploring how academic identity is shaped and reconfigured over the course of a career.