摘要
兴起于20世纪90年代的美国终身教职后评审制度是在高校问责制、终身教职受到批评和高等教育财政紧缩三大压力下的共同产物。它分为年度评审、综合评审和目标评审三种形式。在终身教职后评审已经普遍实施的情形下,需要详加思考:职后评审是积极的还是"附加的"?具有高度利益关系还是重在职业发展?谁接受评估?谁来评估?
Rising in the 1990s, post-tenure review is the outcome of the criticism on the system of accountability, tenure, and fiscal tight in American universities. Post-tenure review falls into three categories, i.e., annual review, comprehensive review, and triggered review. Therefore, some issues are worth further investigating. For example, the purpose of post-tenure is positive or 'add-on'? Does it focus on high-stake evaluation or professional growth? Who gets evaluated? Who performs the evaluation?
出处
《高教发展与评估》
CSSCI
2008年第5期93-98,118,共7页
Higher Education Development and Evaluation