Abstract

The evaluation systems of the Italian academia raise several conceptual and methodological issues: a) as for undergraduate and graduate psychology programs, a conception of «quality» that oscillates between formalism and business-like models, hiding the differences and disparities between universities and territories; b) the ability of evaluation systems to drive research practices, fostering compliance and conformity especially among the younger researchers; c) an individualistic conception of merit that overlooks the influence of context and in the medium-long run has disruptive impacts on the academic community.