The purpose of this paper is to present findings derived from research work carried out by a team of six university lecturers who are members of a teaching quality improvement network. The aim is to increase the motivation of the lecturers involved, so that better performance can be achieved, and the teaching‐learning process enriched.
Three complementary performance measures are used: students' active participation; lecturers' personal reflections; and lecturer peer‐to‐peer assessment.
These tools have provided the teaching staff with information about their strengths and weaknesses, as a consequence of which they have learned to deploy their skills inside the classroom and prepare their subjects more effectively. In this way, it is shown that the public teaching system can assess the potential of its human resources, and increase their motivation.
From an institutional point of view, performance quality assessment practices can also help to design training and development programmes that adapt the individual needs identified to the educational goals of today's universities.
