A Study On The Assessment Methods For Leader And Leading Group Of Colleges Or Departments In Universities

The college middle-level officials and their group assessment has been one of the concentrated problems in the universities for long time. Although the traditional assessment is easily operated, its norms are intricate and are difficult to quantify, the weight of indexes is usually decided randomly. Thus the juries' subjective bias and error is inevitable, and the middle-level official assessment in practice tends to be subjective. For further progress, it is imperative to build a scientific, fair and open assessment system. Aiming at the characterizations of the assessment, this dissertation built various index systems with different statistical analysis methods, respectively, proposed the models and methods for the college middle-level official and their group assessment. The empirical analyses were further indicated to their validity. All these results would be expected to provide reference for the college middle-level official and their group assessment.The significance and basic principle for the college middle-level official and their group assessment were suggested initially in this dissertation. The routine of the middle-level official assessment was analyzed in three steps as assessment preparation, implementation and results application. The contents and methods of the middle-level official assessment were particularly clarified in this section.Then, the rules and ideas to build the indexes of the middle-level official assessment were analyzed. Based on literature summarization and key interview, 70 essential factors of the college middle-level official assessment were found to generally represent. With the help of significance analysis, item-to-total correlation analysis and identification analysis, these 70 assessment factors can be effectively concentrated. After classification, each of these concentrated factors was elemental analyzed, reliability and validity analyzed. Therefore, a college middle-level official assessment index system was built and the key assessment points were given.Based on the indexes, a college-level assessment was subsequently made for the middle-level officials with the multi-criteria group decision-making method, which included determining the weight of the assessment index, analyzing and comparing the process of group-assessment and self- assessment of the middle-level officials. Concurrently, the process of the college middle-level official peer-assessment was penetrated by ideal point method, and their results sensitivity was validated to be effective.Next, the assessment methods in the college-level were systematically studied. With the fuzzy AHP method and group decision-making method to determine the weights of assessment indexes, single middle-level official was evaluated on fuzzy comprehensive evaluation. Various comprehensive evaluations to synthesis operators were compared to indicate their effects. With the fuzzy ideal point method, several middle-level officials were assessed to their sort order in the university-level. With the entropy method, the integrated sort of the assessment was listed and the sensitivity analysis was made.Then, the research on the group of the college-level assessment was provided. Based on the analysis of group statue and assessment functions and effects, the index systems in the group of college-level assessment were built; and the assessment methods were studied. Based on the weight from AHP method, the self-assessment and group-assessment in the college-level were compared to their results. Furthermore, the university-level assessment method for college middle-level officials was studied. With the fuzzy AHP method to decide the index weight, five groups were evaluated by fuzzy ideal point method and the results were sensitivity analyzed.Based on the above studies, this dissertation finally proposed the measures to improve the assessment results in three aspects; improving the reliability of the assessment data, building inspire and inhibit mechanisms for college-level assessment, and completing the result evaluations and applications.