Several international studies have addressed the quantitative and qualitative changes
in higher education participation and the impact of the evaluative state and institutional
quality management on higher education societies (Altbach, 2000; Altbach, 2002; Kwiek
& Antonowicz, 2015). However, despite the relatively rich research in higher education
in our region, the impact of higher education performance evaluation on the views
of faculty members has not been investigated. In our study, we investigate the types
of performance evaluation that are typical in higher education in the Carpathian Basin
and provide a picture of the perceptions of faculty members on performance evaluation.
We will examine the differences and similarities in performance evaluation across
the different types of performance. Our research questions concern their homogeneity
and interrelationships. We conducted a hybrid coding analysis of the transcripts of
qualitative focus group interviews with faculty members in one of the most eastern
regions of the European Higher Education Area (EHEA), using data from 2022 on the
impact of the introduction of performance evaluation in higher education. The main
findings of the study show that faculty members' views on performance show high diversity.
There is a correlation in views on performance evaluation, but they are not exclusive.
The points to consider in the context of performance evaluation can provide guidance
for decision-makers in higher education.
