Abstract
This article critiques performance appraisal reviews in academic institutions, emphasizing their cultural ambiguity and questionable processes. It argues that evaluations are shaped by implicit academic standards such as professionalism, appropriate scholarship, and being respected in the field, all of which are strategically ambiguous and subject to cultural interpretation. The discussion highlights problems with annual reviews, including reliance on committees, lack of clear performance objectives, and limited opportunities for faculty input. Comparisons with non-academic organizations show that while both settings share subjectivity, some corporate models offer more transparent and participatory appraisal systems. A case study of a software company illustrates how clear standards, mutual responsibility, and continuous dialogue can improve evaluation practices. The article concludes by urging academic departments to make cultural standards explicit and to design appraisal processes that foster honesty, cooperation, and professional growth.
Recommended Citation
Goodall, Lloyd H.
(1987)
"Performance Appraisal Reviews in Academic Settings,"
Association for Communication Administration Bulletin: Vol. 61, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol61/iss1/8
