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The study aims to analyse international studies on the impact that new forms of control and performativity in higher education have on academics’ identity. The aim was threefold, namely, to provide an overview of the main published findings; to establish biases and future lines of research and to offer a starting point to stimulate a debate on the future of universities.

The present study consists of a systematic review aimed at providing an overview of the main professional identities (PIs) described in the literature in the past 10 years. A bibliographic search was conducted on the Web of Science, SCOPUS and Education Resources Information Centre, which yielded a total of 26 articles that were subsequently subjected to thematic analysis.

The study provides an overview of the types of identities developed by academics as a result of the new forms of control. Among the main findings, this study reveals a clear predominance of PIs characterised by submission to the new neoliberal demands. The professional, social and health consequences associated with these identities are also highlighted. Finally, a proposal is made for future research to better understand how these new PIs are constructed and developed.

Because of the chosen filters or databases, the study could have omitted possible articles relevant to this review. Therefore, researchers are encouraged to replicate such a study by expanding, for example, the languages used.

This study helps us to obtain a detailed description of the different identities generated as a consequence of the new governance of higher education. Furthermore, possible implications for mitigating this situation are mentioned.

Improving and assuring the quality of higher education has become a key element of policy agendas worldwide. To this end, a complete accountability system has been developed through various evaluation procedures. Specifically, this study analyzes the perceptions of university teaching staff on the impact of performance appraisal systems on their professional activity, health and personal lives.

The study adopted a nonexperimental descriptive and causal-comparative design using a questionnaire that was completed by a sample of 2,183 Spanish teachers. The data obtained were analyzed using descriptive statistics and comparisons of differences.

The results show that, according to teachers, the evaluation criteria undermine the quality of their work by encouraging them to neglect teaching, increase scientific production and engage in unethical research practices. Their views also emphasize the social and health-related consequences of an increasingly competitive work climate, including increased stress levels. Finally, significant differences are observed regarding gender, professional category and academic discipline, with women, junior faculty and social sciences teachers expressing particularly strong views.

The originality of this study lies in the application of a method that contributes to the international debate through a national perspective (Spain) that has so far received little attention.