Abstract
This article examines the institutionalization of annual faculty evaluations and argues that effective review procedures require clear criteria, structured processes, and continuous administrative attention. It contextualizes the rise of performance reviews within the growth of the academic workforce and concerns about maintaining professional quality. The discussion advocates separating the evaluation into an objectives meeting and a results meeting so faculty are assessed according to mutually agreed upon standards rather than informal comparisons. It outlines procedures for establishing expectations, determining performance ratings, and conducting formal review sessions, emphasizing fairness, specificity, and attention to contextual constraints. The article identifies categories of unsatisfactory performance and provides general guidelines for both faculty and department heads intended to reduce common distortions, improve communication, and clarify responsibilities. It concludes with a detailed performance standards instrument covering teaching, research, advising, service, and administrative responsibilities, illustrating how departments can formalize expectations and promote more meaningful evaluation practices.
Recommended Citation
Hickson, Mark. III
(1985)
"Annual Faculty Performance Reviews,"
Association for Communication Administration Bulletin: Vol. 52, Article 24.
Available at:
https://stars.library.ucf.edu/aca/vol52/iss1/24
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