Neoliberalism has pervaded almost everywhere in the world, bringing about major changes in institutional frameworks and social relations. Science and university research have not escaped the effects of the neoliberal conception of university knowledge as a commodity and of Higher Education as a factor of economic growth. This research offers a provisional assessment of the effects of the profound institutional change produced in the Spanish university sphere instigated European and national directives. As will be seen, the implementation of the operational criteria of evaluation is shaping a new culture of university teaching staff. This paper ties together a Institutionnal Political Economy explanation of the transformation of Spanish academia with research evidence of the outcomes of a neoliberal regime, honing in or activities resembling or constituting malpractice, and complicity of staff in their governance, alongside the more commonly discussed issues of workplace stress, overwork, and mental health issues. This research analyses the discursive devices and strategies used for the construction of the new neoliberal subjectivity, by means of an exhaustive review of the literature and empirical studies carried out in Spain. Next, the institutional effects of the disproportionate use of metrics are presented. Thirdly, the socialisation processes of Spanish academics and their adaptation to evaluation methods are described. The text ends with a brief conclusion and a series of proposals aimed at configuring another way of generating knowledge in a model designed more for development than for economic growth.