In recent decades, the prevalence of neo-liberal discourses in education governance promotes the trend of performance evaluation in higher education institutions around the world. For the purpose of achieving “Double-First Class” initiatives in Chinese universities, a scientific and effective academic output measurement system needed to be put into practice. The often quantitative results-oriented nationwide college performance evaluation (CPE) became a necessary staff appraisal system in all state-owned Chinese universities since 2007. However, the more than a decade’s implementation of college performance evaluation in China is still facing challenges in its development. University teachers even argue about whether the implementation of CPE is legitimate or irrational. This paper stems from a case study in a Chinese university. Through the analysis of documents, email messages, and teacher and leader interviews, the case study found staff’s compliance and resistance to CPE. The discovered challenges and tensions have implications for future effective implementation of CPE.
|Title of host publication||Sustainable Tertiary Education in Asia|
|Subtitle of host publication||Policies, Practices, and Developments|
|Number of pages||19|
|Publication status||Published - 1 Jan 2022|
ASJC Scopus subject areas
- Social Sciences (all)