Criteria for faculty performance assessment at Brazilian state universities: A census-based diagnosis

This is the authors' abstract. We don't add key points for this paper.

This study operationalized a taxonomic inventory of 90 criteria for Faculty Performance Assessment (FPA) previously structured in recent international literature, adopted from a conceptual reference model, organized into seven aspects: teaching, research, university outreach, management, functional/career, assessment perspectives, and behavioral/socioemotional. These criteria were structured into 27 thematic groups, inspired by the principles of multi-criteria problem structuring, to serve as the basis for a structured questionnaire administered via a census to the Institutional Evaluation Committees (CPAs) of all 41 active Brazilian state universities ( N = 41 ), enabling a comparative analysis between theory and practice. The results revealed a policy asymmetry in the systems: traditional quantitative criteria (such as research productivity and management tasks) predominate in assessment ecosystems (average adoption rate of 59.34%) at the expense of didactic-pedagogical and formative teaching criteria (limited to 44.22%). The study offers an original comparative diagnostic tool to support the decisions of administrators and CPAs in the transition to more balanced, qualitative evaluation models that promote faculty well-being and professional development.