This paper analyzes recent changes in teacher assessment policies in higher education institutions in Mexico. Procedures for faculty assessment in a typical Mexican state University are analyzed with the purpose of generating insights helpful to construct a fair, pertinent and expedite assessment system. We review guidelines to assess teachers, specifically those with the purpose of keeping or firing the teacher even after tenure is achieved. These new regulations are seen as a key policy to improve quality in higher education. However, implications to faculty moral, organization climate and conflict with existing labor laws have not been fully considered. It is argued that excessive federal and local regulations are, in fact, unable to ponder the complexities of academic life. We conclude that instead of more regulations and complicated normative, focus on qualitative peer assessment should be considered as means of effective faculty assessment.
Normative controversies in the assessment of faculty in Mexican public Universities.
