Abstract
ABSTRACTIndividual experiences in dealing with individual evaluations are studied through a national documental analysis and qualitative interviews. The analysis considers three main individual assessments designed to measure individual credentials or performance: sexenio (research and third mission), quinquenio (teaching) and acreditación (mix of all missions). The main research question is to discuss if and how these tools changed the way academic authority is recognized among scholars. Evidence shows that sexenio has played a relevant role and enacted a reconfiguration of authority among scholars, incentivizing more performing behaviors. In terms of missions, research is more important than teaching or third mission. In terms of tools, they don't have the same degree of importance. Sexenio lays in having established by time a widely recognized way – quoting Burton Clark – ‘to mint the golden coin of individual prestige’. Other tools, following the metaphor, may mint just less prestigious pence.
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