Abstract
With their profound cultural heritage, comprehensive disciplinary systems, and rigorous academic traditions, high-level research-oriented universities assume greater responsibilities in cultivating innovative talents in the new era. The composition of the faculty is a crucial factor in achieving the goal of educating talented individuals for the nation. How to stimulate and mobilize teachers' enthusiasm in teaching and scientific research through assessment and evaluation, and overcome the limitations of the "five-only" criteria in evaluating university teachers, is the main challenge faced by university management. Western developed countries, represented by the United States, have provided relatively mature experience in this aspect. This article compares the assessment objects, forms, and contents of Chinese and American universities, focusing on the evaluation systems of Harvard University and Peking University. These two universities are chosen as representative research institutions for the comparative study. It also provides recommendations for reforming the evaluation system for teachers in research universities in China. The focus is on the evaluators, evaluation criteria, and evaluation cycle.
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