Author(s)

Lei Feng

Affiliation(s)

Human Resources Department, Shaanxi University of Technology, Hanzhong 723001, Shaanxi, China.

Corresponding Author

Lei Feng

ABSTRACT

Addressing practical dilemmas such as homogenization, rigid indicators, and singular evaluation subjects in faculty evaluation under the background of "Breaking the Five Onlys," this study aims to construct a dynamic performance evaluation system adapted to the requirements of the connotative development of higher education. Adopting a paradigm combining normative analysis and empirical research, this study comprehensively utilizes literature analysis, the Delphi method, and the Analytic Hierarchy Process (AHP). It establishes differentiated evaluation indicators and dynamic weight configurations covering four types of faculty: teaching-focused, research-focused, social service-oriented, and teaching-research balanced. By constructing a "classification-dynamic-synergy" three-dimensional evaluation model, the study designs an implementation assurance mechanism encompassing institutional, organizational, technical, and cultural dimensions, and verifies the system's effectiveness through pilot applications. The results indicate that this dynamic evaluation system possesses good reliability and validity, significantly improves faculty satisfaction with evaluations, and optimizes the structure of teaching and research outputs. This study breaks through the traditional static evaluation paradigm, achieves the unification of theoretical innovation and practical application, and provides a scientific basis and actionable scheme for universities to deepen the reform of faculty evaluation systems in the new era and improve the modernization level of governance capabilities.

KEYWORDS

Breaking the five onlys; Faculty performance evaluation; Classified assessment; Dynamic indicator system; Implementation mechanism

CITE THIS PAPER

Lei Feng. Design and implementation assurance of a dynamic indicator system for classified faculty performance evaluation in the post-"breaking the five onlys" era. World Journal of Educational Studies. 2025, 3(9): 16-31. DOI: https://doi.org/10.61784/wjes3118.

REFERENCES

[1] Wang Zhanjun, Liu Jing, Qiao Gang. Clearing the "Four Onlys" Calls for Evaluation Innovation in "Double First-Class" Construction. China Higher Education, 2019(01): 16-19+26.

[2] Tian Xianpeng, Jiang Shujie. From the "Five Onlys" to "Multiple Dimensions": The Reform of Academic Evaluation for University Teachers. Shanghai Journal of Educational Evaluation, 2022, 11(03): 1-5.

[3] Cao Ting. Construction of a Comprehensive Quality Evaluation System for "Dual-Qualified" Teachers under the Background of "Breaking the Five Onlys". Modern Business Trade Industry, 2024, 45(07): 135-138.

[4] Liu Zhentian. From the "Five Onlys" and Multiple Dimensions to Self-Direction: Where Should the Reform of University Education Evaluation Break Through? University Education Science, 2024(5).

[5] Cao Taisheng. The Problem of the "Five Onlys": Consequences, Root Causes, and Solutions for Faculty Evaluation in Universities. University Education Science, 2019(1).

[6] Dong Yunchuan, Feng Yuanyuan. On the Contemporary Dilemmas of the Academic Community in Universities. Academic Exploration, 2024(5).

[7] Gu J X, Levin J. Tournament in Academia: A Comparative Analysis of Faculty Evaluation Systems in Research Universities in China and the USA. Higher Education, 2021, 81(5): 897-915.

[8] Thornton P H, Ocasio W. Institutional Logics and the Historical Contingency of Power in Organizations: Executive Succession in the Higher Education Publishing Industry, 1958-1990. American Journal of Sociology, 1999, 105(3): 801-843.

[9] Luo Yan. An Institutional Analysis of the "Five Onlys" Academic Evaluation — Concurrently Discussing the Institutional Orientation of China's Academic Evaluation After Opposing the "Five Onlys". Fudan Education Forum, 2020(3).

[10] Xiao Guofang, Peng Shulian. Rational Reflection and Reform Direction of Academic Evaluation in Universities under the Background of "Breaking the Five Onlys". Scientific Management Research, 2021(2): 65-72.

[11] Qin Yifan, Zhang Xinping. Path Dependence and Breakthrough of Faculty Evaluation System in China's Universities. Modern University Education, 2024(2): 86-92.

[12] Chen Chunli. Construction of an Evaluation Index System for "Four-Have" Good Teachers in Vocational Education under the Background of Chinese Modernization. Vocational and Technical Education, 2024, 45(05): 71-75.

[13] Jermolajeva J, Lchenkova S. Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk. Economics and Culture, 2017, 14(2): 5-12.

[14] Luo Yun. After "Breaking the Five Onlys", How Can the Evaluation and Appointment of Professional Titles in Universities Become More Effective? Guangming Daily, 2021.

[15] Tu Duanwu. Policy Promotion, Problems, and Suggestions for Education Evaluation Reform — A "Dialogue" Between Policy Text and Practice. Fudan Education Forum, 2020, 18(02): 79-85.

[16] Ma R, Wang H W. Faculty Evaluation Reform Based on Multi-Case Study: Progress, Dilemma and Direction. Journal of National Academy of Education Administration, 2023(2): 52-61.

[17] Song Y H, Zhu L, Qiu J P. Reflections on the Construction of Scientific Research Evaluation System under the Background of "Breaking the Five Focuses". Journal of Intelligence, 2022, 41(2): 190-197.