Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers
The long-term value-added evaluation of university teachers' research performance emphasizes a process-oriented, developmental, and innovation-driven approach. The goal of this system is to enhance university teachers'academic contributions through a scientific evaluation system while alig...
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| Format: | Article |
| Language: | zho |
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Journal Press of Southwest University
2025-03-01
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| Series: | Jiaoshi jiaoyu xuebao |
| Subjects: | |
| Online Access: | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.02.012 |
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| author | YU Yaxu YANG Xiaofeng |
| author_facet | YU Yaxu YANG Xiaofeng |
| author_sort | YU Yaxu |
| collection | DOAJ |
| description | The long-term value-added evaluation of university teachers' research performance emphasizes a process-oriented, developmental, and innovation-driven approach. The goal of this system is to enhance university teachers'academic contributions through a scientific evaluation system while aligning research activities with social needs. This system highlights the academic and socialvalue of university teachers' scientific research, focusing on the quality of academic contributions, sustained growth in research capabilities, and improvements in innovation levels. Compared withthe traditional performance-oriented evaluation, the long-term value-added evaluation system pays attention to the research trajectory and academic accumulation throughout a teacher's career, which addresses the problem of excessive emphasis on short-term outcomes and avoids undermining motivation for long-term scientific research. Moreover, this system adopts categorized evaluation and personalized analysis, accommodating the diversity of universities, disciplines, and research types, thereby creating a more inclusive and equitable evaluation mechanism. Additionally, it underscores the importance of flexible indicators, integrating assessments of academic ethics, humanistic qualities, and team work capabilities. To ensure effective implementation, the system applies differentiated evaluation based on the characteristics of various universities, disciplines, and research types, balancing goal management with process incentives. By examining the incremental academic output of faculty, the system prioritizes quality-first evaluation strategies. Through a combination of peer review and research training, this evaluation system offers a fairer and more reasonable research environment for university teachers. |
| format | Article |
| id | doaj-art-57dfa098d43f4f318ddd5c391127e98a |
| institution | DOAJ |
| issn | 2095-8129 |
| language | zho |
| publishDate | 2025-03-01 |
| publisher | Journal Press of Southwest University |
| record_format | Article |
| series | Jiaoshi jiaoyu xuebao |
| spelling | doaj-art-57dfa098d43f4f318ddd5c391127e98a2025-08-20T02:56:24ZzhoJournal Press of Southwest UniversityJiaoshi jiaoyu xuebao2095-81292025-03-0112210611310.13718/j.cnki.jsjy.2025.02.012jsjyxb-12-2-106Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University TeachersYU Yaxu0YANG Xiaofeng1School of Psychology, Inner Mongolia Normal University, Hohhot 010010, ChinaSchool of Psychology, Inner Mongolia Normal University, Hohhot 010010, ChinaThe long-term value-added evaluation of university teachers' research performance emphasizes a process-oriented, developmental, and innovation-driven approach. The goal of this system is to enhance university teachers'academic contributions through a scientific evaluation system while aligning research activities with social needs. This system highlights the academic and socialvalue of university teachers' scientific research, focusing on the quality of academic contributions, sustained growth in research capabilities, and improvements in innovation levels. Compared withthe traditional performance-oriented evaluation, the long-term value-added evaluation system pays attention to the research trajectory and academic accumulation throughout a teacher's career, which addresses the problem of excessive emphasis on short-term outcomes and avoids undermining motivation for long-term scientific research. Moreover, this system adopts categorized evaluation and personalized analysis, accommodating the diversity of universities, disciplines, and research types, thereby creating a more inclusive and equitable evaluation mechanism. Additionally, it underscores the importance of flexible indicators, integrating assessments of academic ethics, humanistic qualities, and team work capabilities. To ensure effective implementation, the system applies differentiated evaluation based on the characteristics of various universities, disciplines, and research types, balancing goal management with process incentives. By examining the incremental academic output of faculty, the system prioritizes quality-first evaluation strategies. Through a combination of peer review and research training, this evaluation system offers a fairer and more reasonable research environment for university teachers.https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.02.012university teacherslong-term evaluationvalue-added evaluationvalue guidanceinnovation-driven |
| spellingShingle | YU Yaxu YANG Xiaofeng Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers Jiaoshi jiaoyu xuebao university teachers long-term evaluation value-added evaluation value guidance innovation-driven |
| title | Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers |
| title_full | Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers |
| title_fullStr | Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers |
| title_full_unstemmed | Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers |
| title_short | Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers |
| title_sort | toward a long term value added approach to evaluating research performance of university teachers |
| topic | university teachers long-term evaluation value-added evaluation value guidance innovation-driven |
| url | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.02.012 |
| work_keys_str_mv | AT yuyaxu towardalongtermvalueaddedapproachtoevaluatingresearchperformanceofuniversityteachers AT yangxiaofeng towardalongtermvalueaddedapproachtoevaluatingresearchperformanceofuniversityteachers |