Staff evaluation systems - shaping autonomy through stakeholders
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15310%2F16%3A33157136" target="_blank" >RIV/61989592:15310/16:33157136 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1057/9781137388728_7" target="_blank" >http://dx.doi.org/10.1057/9781137388728_7</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1057/9781137388728_7" target="_blank" >10.1057/9781137388728_7</a>
Alternative languages
Result language
angličtina
Original language name
Staff evaluation systems - shaping autonomy through stakeholders
Original language description
Staff evaluation is a basic tool of human resources (HR) management, commonly also used in universities (see, e.g., Arreola 2000, Collan, Stoklasa, and Talašová 2014), and is aimed at maintaining the high quality of relevant processes and activities, and at achieving set goals. At universities, staff evaluation may be used, for example, to provide the necessary information for tenure and promotion decisions, remuneration, and other important management decisions involving academic staff. Staff evaluation is a demanding task in any organization, but even more so in the university environment (see, e.g., Meifert 2013). Universities are institutions that are expected to educate people through teaching, to perform high-quality research, and to contribute to the development and well-being of the society as a whole (see Marginson [2007] for a discussion on "university mission" in the context of university rankings/evaluations.) To meet these three broad expectations and, specifically, the goals set for reaching them, universities need to channel their resources in a way that properly addresses each goal and creates incentives for the academic staff to perform in a way that fulfills the set goals. This is where academic staff evaluation systems and the tools of HR management play a strong role. Universities commonly have and historically have had a great deal of autonomy to plan and execute their activities and strategies. The Bologna Process in Europe has changed this picture in terms of degree structures, but when it comes to research, autonomy is often lax. Hand in hand with institutional autonomy comes the "academic freedom" of the individual "researcher" to study the topic of his/her own choosing and to do it in the way of his/her own choosing (for most academic positions, teaching is mandatory).
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
(Re)Discovering University Autonomy - The Global Market Paradox of Stakeholder and Educational Values in Higher Education
ISBN
978-1-349-55212-2
Number of pages of the result
10
Pages from-to
97-106
Number of pages of the book
268
Publisher name
Palgrave Macmillan US
Place of publication
New York
UT code for WoS chapter
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