University teaching performance evaluation model based on meritocracy

Abstract

The evaluation of university teaching performance is an essential process for enhancing educational quality and fostering faculty professional development. However, in many Latin American institutions, an administrative and fragmented approach still predominates, relying on metrics that often fail to capture the complexity of the teaching practice. This study aimed to propose a Meritocracy-Based University Teaching Performance Evaluation Model (MEDDU), designed to promote a comprehensive, formative, transparent, and contextualized evaluation framework. Adopting a qualitative, socio-critical approach with a projective scope and a documentary-interpretative design, academic and institutional sources were purposively selected and examined. Data were processed using an analytical matrix and qualitative content analysis, combining inductive and deductive procedures. The findings led to the identification of seven core categories that constitute the operational stages of the MEDDU model: participatory diagnosis, process standardization, evidence gathering, organic feedback, technical and computational integration of results, meritocratic strategies, and comprehensive feedback. In conclusion, the proposed model provides both a conceptual and operational framework to orient faculty evaluation toward continuous improvement and the equitable recognition of performance. Its practical relevance and viability warrant further examination through future empirical validation and implementation across diverse higher education contexts.