Scores per item on Dimension 1
| 1 R (%) | 2 R (%) | 3 R (%) | 4 R (%) | 5 R (%) | 6 R (%) | 7 R (%) | X (SD) | Mdn | |
|---|---|---|---|---|---|---|---|---|---|
| 16. The evaluation criteria for accreditation and six-year periods determine the way I direct my academic activity | 377 (17.3) | 200 (9.2) | 157 (7.2) | 267 (12.2) | 318 (14.6) | 391 (17.9) | 473 (21.7) | 4.38 (2.159) | 5 |
| 17. The evaluation criteria for accreditation and six-year periods adequately assess my professional quality | 583 (26.7) | 371 (17.0) | 367 (16.8) | 346 (15.8) | 268 (12.3) | 167 (7.7) | 81 (3.7) | 3.08 (1.779) | 3 |
| 18. The evaluation criteria have a positive impact on the improvement of my academic activity | 687 (31.5) | 393 (18.0) | 348 (15.9) | 322 (14.8) | 230 (10.5) | 133 (6.1) | 70 (3.2) | 2.86 (1.747) | 3 |
| 19. The assessment criteria for accreditation and six-year periods favor cooperation between colleagues | 859 (39.3) | 407 (18.6) | 291 (13.3) | 282 (12.9) | 164 (7.5) | 134 (6.1) | 46 (2.1) | 2.57 (1.703) | 2 |
| 24. The teaching evaluation criteria favor my involvement in improving my students' learning | 563 (25.8) | 378 (17.3) | 283 (13.0) | 342 (15.7) | 252 (11.5) | 253 (11.6) | 112 (5.1) | 3.25 (1.904) | 3 |
| 25. The priority given to research merits in the evaluation process has a negative impact on my teaching activity | 417 (19.1) | 225 (10.3) | 150 (6.9) | 260 (11.9) | 253 (11.6) | 378 (17.3) | 500 (22.9) | 4.30 (2.232) | 5 |
| 29. The research evaluation criteria have a positive impact on the quality of my research activity | 495 (22.7) | 309 (14.2) | 289 (13.2) | 374 (17.1) | 320 (14.7) | 274 (12.6) | 122 (5.6) | 3.47 (1.900) | 3 |
| 30. The research evaluation criteria incentivize my academic output | 409 (18.7) | 231 (10.6) | 203 (9.3) | 302 (13.8) | 340 (15.6) | 419 (19.2) | 279 (12.8) | 4.06 (2.068) | 4 |
| 31. The research evaluation criteria contribute to the rigor of my research processes | 553 (25.3) | 319 (14.6) | 284 (13.0) | 296 (13.6) | 296 (13.6) | 271 (12.4) | 164 (7.5) | 3.43 (1.994) | 3 |
| 16. The evaluation criteria for accreditation and six-year periods determine the way I direct my academic activity | 377 (17.3) | 200 (9.2) | 157 (7.2) | 267 (12.2) | 318 (14.6) | 391 (17.9) | 473 (21.7) | 4.38 (2.159) | 5 |
| 17. The evaluation criteria for accreditation and six-year periods adequately assess my professional quality | 583 (26.7) | 371 (17.0) | 367 (16.8) | 346 (15.8) | 268 (12.3) | 167 (7.7) | 81 (3.7) | 3.08 (1.779) | 3 |
| 18. The evaluation criteria have a positive impact on the improvement of my academic activity | 687 (31.5) | 393 (18.0) | 348 (15.9) | 322 (14.8) | 230 (10.5) | 133 (6.1) | 70 (3.2) | 2.86 (1.747) | 3 |
| 19. The assessment criteria for accreditation and six-year periods favor cooperation between colleagues | 859 (39.3) | 407 (18.6) | 291 (13.3) | 282 (12.9) | 164 (7.5) | 134 (6.1) | 46 (2.1) | 2.57 (1.703) | 2 |
| 24. The teaching evaluation criteria favor my involvement in improving my students' learning | 563 (25.8) | 378 (17.3) | 283 (13.0) | 342 (15.7) | 252 (11.5) | 253 (11.6) | 112 (5.1) | 3.25 (1.904) | 3 |
| 25. The priority given to research merits in the evaluation process has a negative impact on my teaching activity | 417 (19.1) | 225 (10.3) | 150 (6.9) | 260 (11.9) | 253 (11.6) | 378 (17.3) | 500 (22.9) | 4.30 (2.232) | 5 |
| 29. The research evaluation criteria have a positive impact on the quality of my research activity | 495 (22.7) | 309 (14.2) | 289 (13.2) | 374 (17.1) | 320 (14.7) | 274 (12.6) | 122 (5.6) | 3.47 (1.900) | 3 |
| 30. The research evaluation criteria incentivize my academic output | 409 (18.7) | 231 (10.6) | 203 (9.3) | 302 (13.8) | 340 (15.6) | 419 (19.2) | 279 (12.8) | 4.06 (2.068) | 4 |
| 31. The research evaluation criteria contribute to the rigor of my research processes | 553 (25.3) | 319 (14.6) | 284 (13.0) | 296 (13.6) | 296 (13.6) | 271 (12.4) | 164 (7.5) | 3.43 (1.994) | 3 |
Source(s): Authors’ own creation
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