美国研究型大学教师晋升评价的内涵特征与改革路向  

The Characteristics and Reforming Trend of Faculty Promotion Evaluation in American Research Universities

作　　者：卓泽林[1] ZHUO Ze-lin

机构地区：[1]华南师范大学国际与比较教育研究所,广州510631

出　　处：《大学教育科学》2023年第4期72-82,共11页University Education Science

基　　金：浙江省高校重大人文社科攻关计划“浙江地方高校内部治理能力现代化建设研究”(2018GH019)。

摘　　要：选取美国拥有成熟学术晋升制度的6所R1类和5所R2类研究型大学作为研究案例,采用文本分析法对所获得的45份文件展开分析,并补充国内外学者的相关实证研究进行阐释,发现美国研究型大学教师晋升评价具有评价标准差异化、评价主体多元化、评价材料丰富化、评价过程与结果人性化四大内涵特征。当前,美国研究型大学教师晋升评价在价值追求上更具公益性、科学性和公正性,表现为追求更为广泛、符合社会利益的服务评价指标,追求更为科学、与质量相关的科研评价方式,以及追求更为公平可信的同行评价手段三大改革路向,其相关经验或可为我国大学教师晋升评价制度改革提供参考。The study selected six R1 and five R2 research universities in the United States with mature academic promotion systems as research cases and used textual analysis to analyze the 45 documents obtained and supplemented with relevant empirical studies by domestic and foreign scholars.The results found that the evaluation of faculty promotion in United States research universities has four connotative characteristics:differentiation of evaluation criteria,diversification of evaluation subjects,enrichment of evaluation materials,and humanization of evaluation process and results.At present,the faculty promotion evaluation in American research universities is more public-spirited,scientific,and fair in terms of value pursuit,which is manifested in three major reform directions:to pursue more extensive and socially beneficial service evaluation indicators,more scientific and quality-related research evaluation methods,and more fair and credible peer evaluation tools.The results of this study may provide references for the reform of the promotion evaluation system of university teachers in China.

关 键 词：教师晋升评价 科研评价 美国研究型大学 评价改革 

分 类 号：G649[文化科学—高等教育学]