Evaluating Faculty Performance

By Carol L. Colbeck | Go to book overview

A volatile mix—new technologies and academic
identities
.


5
The Impact of Technology on Faculty
Performance and Its Evaluation

Craig McInnis

Universities worldwide are in the early stages of an unprecedented period of rapid and complex change, driven, to a substantial degree, by the introduction and proliferation of new information technologies. The conjunction of the globalization of higher education, the intense market competition that comes with new frontiers and opportunities, and fundamental shifts in the expectations society has of higher education is transforming universities and challenging the capacity of faculty to work effectively and productively. New technologies are a key ingredient in this transformation process, and their influence on academic work is increasingly pervasive, reaching far beyond the everyday adjustments to new ways of performing core tasks.

Technology is changing the way faculty work is defined and evaluated. Data sources now have the potential to provide comprehensive and detailed information about the quality and quantity of faculty and student work. It is possible to monitor and verify the performance of both individuals and institutions from diverse sources. The new technologies are also changing the criteria by which faculty performance is judged in two important respects: the extent to which faculty actually use technologies in their diverse tasks and the effective use of technologies in improving student learning outcomes.

The impact of new technologies on faculty work cannot be considered in isolation from the broader external forces driving the transformation of universities. It is also important to place the impact of new technologies on the performance and evaluation of faculty work in the context of other major trends redefining the nature of faculty work and the overall standing

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