Toward a Long-Term Value-Added Approach to Evaluating Research Performance of University Teachers

The long-term value-added evaluation of university teachers' research performance emphasizes a process-oriented, developmental, and innovation-driven approach. The goal of this system is to enhance university teachers'academic contributions through a scientific evaluation system while aligning research activities with social needs. This system highlights the academic and socialvalue of university teachers' scientific research, focusing on the quality of academic contributions, sustained growth in research capabilities, and improvements in innovation levels. Compared withthe traditional performance-oriented evaluation, the long-term value-added evaluation system pays attention to the research trajectory and academic accumulation throughout a teacher's career, which addresses the problem of excessive emphasis on short-term outcomes and avoids undermining motivation for long-term scientific research. Moreover, this system adopts categorized evaluation and personalized analysis, accommodating the diversity of universities, disciplines, and research types, thereby creating a more inclusive and equitable evaluation mechanism. Additionally, it underscores the importance of flexible indicators, integrating assessments of academic ethics, humanistic qualities, and team work capabilities. To ensure effective implementation, the system applies differentiated evaluation based on the characteristics of various universities, disciplines, and research types, balancing goal management with process incentives. By examining the incremental academic output of faculty, the system prioritizes quality-first evaluation strategies. Through a combination of peer review and research training, this evaluation system offers a fairer and more reasonable research environment for university teachers.