China's "Double First-Class" initiative, which aims to cultivate world-class universities and disciplines, has increasingly shaped the landscape of higher education. However, the reliance on external evaluation systems, particularly the ESI (Essential Science Indicators) ranking, has created several challenges. This paper examines the factors influencing disciplinary development in China, including government policies, institutional autonomy, and the overemphasis on quantitative metrics such as publication counts and international rankings. The study specifically focuses on graduate-level disciplines, where the misalignment between evaluation criteria and the actual needs of academic fields is most pronounced.

The paper critically examines the widespread adoption of Western standards, arguing that this approach leads to a disconnect between disciplinary objectives and evaluation metrics. It contends that the prevailing emphasis on research output—rather than on the holistic development of talent or the integration of teaching and research—has hindered long-term sustainability and academic diversity. This study proposes a shift towards a more comprehensive evaluation framework that not only emphasizes academic quality but also fosters a more balanced academic ecosystem. By advocating for an approach that supports both research and professional development, this paper offers insights into how China can better align its disciplinary evaluation system with the long-term goals of talent cultivation and institutional growth.

Authors:
YuTing Guo, Xiamen University, China

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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