The part-time assistant professor in the Spanish university from an autoethnographic approach

  1. Garcia-Ortega, Beatriz 1
  2. Galan-Cubillo, Javier 1
  3. Marin-Garcia, Juan A. 1
  1. 1 Universidad Politécnica de Valencia
    info

    Universidad Politécnica de Valencia

    Valencia, España

    ROR https://ror.org/01460j859

Aldizkaria:
WPOM

ISSN: 1989-9068

Argitalpen urtea: 2023

Alea: 14

Zenbakia: 1

Orrialdeak: 62-75

Mota: Artikulua

DOI: 10.4995/WPOM.18031 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: WPOM

Laburpena

The figure of the part-time assistant professor has been gaining presence in Spanish uni-versities since its inception in the 1980s, especially since 2010 with the economic crisis and the reduction in the replacement rate of university professors. Despite the growing rele-vance within the university faculty, the controversy that the use of this figure has generated, and the problems faced by this group of professors in their performance, there is a shortage of publications focused on questioning its role, how this figure is used and how its perfor-mance can be smoothed and favored. To contribute in this direction, and with the purpose of encouraging better management of this figure from the perspective of human resources and the quality of the service offered, this article addresses the use and improvement of the benefits of the part-time assistant professor in the Spanish university from a collaborative autoethnographic approach. In this sense, a series of aspects are identified and proposed to improve the framework and conditions in which part-time assistant professors carry out their activity, as well as their competences and attributions, in order to promote reflection and debate among teachers, scholars, government bodies and other actors with the ability to influence their performance according to the goals for which this figure was actually conceived, which ultimately would result in greater self-realization and personal satisfac-tion of these professors, and contribute to educational excellence, as well as a better quali-ty of service and superior competitiveness of universities.

Erreferentzia bibliografikoak

  • Baldwin, R. G., & Chronister, J. L. (2001). Teaching without tenure: Policies and practices for a new era. Johns Hopkins University Press, 2715 North Charles Street, Baltimore, MD 21218-4363.
  • Barraca, J. (2010). Emociones negativas en el profesorado universitario: burnout, estrés laboral y mobbing. http://repositorio.ucjc.edu/bitstream/handle/20.500.12020/22/C00042387.pdf?sequence=1
  • Becher, T. (2001). Tribus y territorios académicos: la indagación intelectual y las culturas de las disciplinas. Gedisa.
  • Blanco, M. (2012). Autoetnografía: una forma narrativa de generación de conocimientos. Andamios, 9(19), 49-74. https://www.scielo.org.mx/pdf/anda/v9n19/v9n19a4.pdf - https://doi.org/10.29092/uacm.v9i19.390
  • Bolade-Ogunfodun, Y., Richmond Soga, L., & Laker, B. (2022). Entwined Positionality and Interpretive Frames of Reference: An Autoethnographic Account. Organizational Research Methods. https://doi.org/10.1177/10944281221111401
  • Borrero, M. A. F., & Losada, S. G. (2012). El perfil del buen docente universitario. Una aproximación en función del sexo del alumnado. REDU. Revista de Docencia Universitaria, 10(2), 237-249. https://doi.org/10.4995/redu.2012.6106
  • Chang, H., Ngunjiri, F., & Hernandez, K. A. C. (2016). Collaborative autoethnography. Routledge. https://doi.org/10.4324/9781315432137
  • Cladellas-Pros, R., Castelló-Tarrida, A., & Parrado-Romero, E. (2018). Satisfacción, salud y estrés laboral del profesorado universitario según su situación contractual. Revista de Salud Pública, 20, 53-59. https://doi.org/10.15446/rsap.V20n1.53569
  • Ellis, C. (1991). Sociological introspection and emotional experience. Symbolic interaction, 14(1), 23-50. https://doi.org/10.1525/si.1991.14.1.23
  • Ellis, C., & Bochner, A. P. (Eds.). (1996). Composing ethnography: Alternative forms of qualitative writing (Vol. 1). Rowman Altamira.
  • European Education and Culture Executive Agency, Eurydice, (2019a). Modernisation of higher education in Europe: academic staff – 2017, Education, Audiovisual and Culture Executive Agency. https://data.europa.eu/doi/10.2797/670566
  • European Education and Culture Executive Agency, Eurydice, Birch, P., Piedrafita Tremosa, S., Davydovskaia, O. (2019b). La profesión docente en Europa : acceso, progresión y apoyo, (A,Delhaxhe,editor) Publications Office. https://data.europa.eu/doi/10.2797/917260
  • Godber, K. A., & Atkins, D. R. (2021). COVID-19 impacts on teaching and learning: a collaborative autoethnography by two higher education lecturers. In Frontiers in Education (Vol. 6, p. 647524). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.647524
  • Huopalainen, A. S., & Satama, S. T. (2019). Mothers and researchers in the making: Negotiating ‘new’ motherhood within the ‘new’ academia. Human Relations, 72(1), 98-121. https://doi.org/10.1177/0018726718764571
  • i Gené, J. M. (2018). Los profesores asociados" permanentes" de universidad y su peculiar encaje en la normativa laboral: Sentencia del Tribunal Supremo de 15 de febrero de 2018. Temas laborales: Re-vista andaluza de trabajo y bienestar social, (143), 265-297. https://dialnet.unirioja.es/servlet/articulo?codigo=6699088
  • Kempster, S., & Stewart, J. (2010). Becoming a leader: A co-produced autoethnographic exploration of situated learning of leadership practice. Management Learning, 41(2), 205-219. https://doi.org/10.1177/1350507609355496
  • Ley Orgánica 4/2007, de 12 de abril, por la que se modifica la Ley Orgánica 6/2001, de 21 de diciembre, de Universidades. Boletín Oficial del Estado, 89, de 13 de abril de 2007, 16241-16260. https://www.boe.es/boe/dias/2007/04/13/pdfs/A16241-16260.pdf
  • Ley Orgánica 6/2001, de 21 de diciembre, de Universidades. Boletín Oficial del Estado, 307, de 24 de diciembre de 2001, 49400-49425. https://www.boe.es/buscar/pdf/2001/BOE-A-2001-24515-consolidado.pdf
  • Ley Orgánica 11/1983, de 25 de agosto, de Reforma Universitaria. Boletín Oficial del Estado, 209, de 1 de septiembre de 1983, 24034-24042. https://www.boe.es/eli/es/lo/1983/08/25/11/dof/spa/pdf
  • López Damián, A. I., García Ponce de León, O., Pérez Mora, R., Montero Hernández, V., & Rojas Ortiz, E. L. (2016). Los Profesores de Tiempo Parcial en las universidades públicas estatales: una profesionalización inconclusa. Revista de la educación superior, 45(180), 23-39. https://doi.org/10.1016/j.resu.2016.06.007
  • López-Vilchez, J., & Gil-Monte, P. R. (2015). Sobrecarga laboral y de gestión del personal docente en el entorno universitario actual en España. https://roderic.uv.es/bitstream/handle/10550/49024/5267681.pdf?sequence=1&isAllowed=y
  • Más-Torelló, O. (2011). El profesor universitario. Sus competencias y formación. Revista de Currículum y Formación del Profesorado, 15(3). http://www.ugr.es/~recfpro/rev153COL1.pdf
  • Muñoz, J. G. (2014). El valor de la auto-etnografía como fuente para la investigación social: del método a la narrativa. Azarbe, revista internacional de trabajo social y bienestar, (3). https://revistas.um.es/azarbe/article/view/198691
  • Nordbäck, E., Hakonen, M., & Tienari, J. (2022). Academic identities and sense of place: A collaborative autoethnography in the neoliberal university. Management Learning, 53(2), 331-349. https://doi.org/10.1177/13505076211006543
  • Olivares Fong, L. del C., Nieto López, G., Velázquez Victorica, K. I., & López Guerrero, A. (2021). Factores asociados al síndrome de burnout en profesores de universidades públicas en el noroeste de México. Apuntes De Psicología, 38(1), 59–66. https://www.apuntesdepsicologia.es/index.php/revista/article/view/856
  • Sánchez-Caballero, D. (2019) Las universidades tiran de profesores precarios: los asociados ya son más que los titulares. Eldiario.es, 09/07/2019. https://www.eldiario.es/sociedad/precarizacion-universidad-profesores-contratados-funcionarios_1_1447276.html
  • Subdirección General de Actividad Universitaria Investigadora. (2020). Datos y Cifras del Sistema Universitario Español. Publicación 2019–2020. https://www.educacionyfp.gob.es/dam/jcr:b9e82c7a-1174-45ab-8191-c8b7e626f5aa/informe-datos-y-cifras-del-sistema-universitario-espa-ol-2019-2020-corregido.pdf
  • Tienari, J. (2019). One flew over the duck pond: Autoethnography, academic identity, and language. Management learning, 50(5), 576-590. https://doi.org/10.1177/1350507619875887
  • Wall, S. (2008). Easier said than done: Writing an autoethnography. International journal of qualitative methods, 7(1), 38-53. https://doi.org/10.1177/160940690800700103
  • Ybema, S., Yanow, D., Wels, H., & Kamsteeg, F. H. (Eds.). (2009). Organizational ethnography: Studying the complexity of everyday life. Sage. https://doi.org/10.4135/9781446278925
Datuen iturria: Dialnet