Institutional changes of the scientific research assessment system of university teachers in China since reform and opening-up: based on an analytical framework of historical institutionalism
CAI Lianyu, ZHANG Yun
（College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China）
Abstract：Historical changes of the scientific research assessment system of university teachers in China went through four periods: the adjustment and resumption period, the standard initial construction period, the reform and exploration period, and the deep reform period. Four thematic characteristics of institutional changes are clarified: scientific research evaluation standards trying to diversify classification; evaluation methods trying to be scientific and perfect; evaluation procedures gradually becoming standardized and reasonable; the application scope of evaluation results tending to expand. Institutional changes of the scientific research assessment system of university teachers in China follow a mixed model that combines characteristics of "punctuated equilibrium", "critical junctures", "path dependence" and "gradual transformation". External factors such as the transformation of the state governance paradigm brought about by politics, economy and culture, and the idea of new public management have shaped the above system changes. Reflecting on the performance brought about by institutional changes, the study finds that institutional changes have strengthened teachers′ scientific research consciousness, and refreshed the traditional working mode; improved the academic productivity, and forced to loosen the traditional unit system; pushed modernization of personnel management in universities, and shaped mixed performance culture.
蔡连玉， 张芸. 改革开放以来我国高校教师科研考核的制度变迁——基于历史制度主义分析框架[J]. 高校教育管理, 2021, 15(3): 114-124.
CAI Lianyu, ZHANG Yun. Institutional changes of the scientific research assessment system of university teachers in China since reform and opening-up: based on an analytical framework of historical institutionalism. Journal of Higher Education Management, 2021, 15(3): 114-124.
