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The Theory and Practice of Appraisal: Progress Review in a Scottish University
Author(s) -
Wilson Fiona,
Beaton Donald
Publication year - 1993
Publication title -
higher education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.976
H-Index - 42
eISSN - 1468-2273
pISSN - 0951-5224
DOI - 10.1111/j.1468-2273.1993.tb01621.x
Subject(s) - normative , judgement , context (archaeology) , performance appraisal , promotion (chess) , set (abstract data type) , salary , appraisal theory , government (linguistics) , public relations , psychology , sociology , social psychology , political science , management , economics , law , politics , paleontology , linguistics , philosophy , computer science , biology , programming language
The paper reports on the emerging trend in the university sector ‐ performance and its measurement. This is an initial and exploratory study of the practice of appraisal in a Scottish university. The study forms the first part of what will become a longitudinal study of appraisal. Following an introduction stressing the normative nature of appraisal in the literature, the research is set in the context of that theory. A brief history of appraisal's introduction into the university system nationally, as well as locally, is included. Locally the prescriptive lessons from the literature have been learned and used. However, the paper demonstrates the divide between the theory and practice of appraisal, showing the problems, strengths and weakness of the scheme as viewed by the participants. The problems include the fact that the scheme is seen as un‐necessarily bureaucratic and as imposed by government pressure. Secondly, it is impossible for the appraisee to escape from the judgement of the appraiser and a wider critical audience yet there are few objective criteria against which individuals can be judged. Thirdly, some individuals experience role overload with the competing demands on their time as academics. Some cloud issues of salary and promotions with appraisal despite the fact that the scheme has been devised to maintain a distinction between staff development and promotion and pay. Questions concerning equality of opportunity are also raised. If women are perceived to be inferior organizational members, how can they be appraised fairly? Is appraisal only going to reinforce negative stereotypes of women's academic performance? The paper concludes that appraisal is a very difficult political process and we should not be surprised if appraisers distort results particularly as they are being given the delicate role of both facilitator and judge.