Is the Strict Assessment to Teachers in Higher Education Institutions Justice and Conducive to Knowledge Innovation?

DOI

10.2991/978-94-6239-825-2_53How to use a DOI?

Keywords

Strict assessment; knowledge innovation; efficiency measurement; actor network

Abstract

The assessment to teachers in Chinese universities is becoming increasingly strict, and such strict assessment has increased the survival pressure on teachers. This article deeply argues that strict assessment itself does not conform to justice. Administrative bureaucrats hold the power to evaluate the assessment results, but they themselves are not bound by the same assessment standards, and there is a lack of democratic participation of teachers in the process of formulating the assessment standards. Strict assessment standards are also not conducive to knowledge innovation. That is, strict assessment interferes with the gestation stage of scholars’ creativity thinking, and is not conducive to the formation of scholars’ “flow” state of mind and the full communication among scholars. This paper measures the efficiency of knowledge innovation using the DEA model. The results show that the average efficiency of knowledge innovation in each province in 2024 (0.949) is lower than that in 2016 (0.957). From the perspective of empirical data, it further proves the negative impact of strict assessment on knowledge innovation.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Kai Hou
PY  - 2026
DA  - 2026/11/10
TI  - Is the Strict Assessment to Teachers in Higher Education Institutions Justice and Conducive to Knowledge Innovation?
BT  - Proceedings of the 2026 5th International Conference on Public Service, Economic Management and Sustainable Development (PESD 2026)
PB  - Atlantis Press
SP  - 534
EP  - 548
SN  - 2352-5428
UR  - https://doi.org/10.2991/978-94-6239-825-2_53
DO  - 10.2991/978-94-6239-825-2_53
ID  - Hou2026
ER  -