A Study On “social Engagement” In The World-class University Teachers' Professional Title Evaluation Policies

Recently,China is implementing an innovation-driven development strategy,aiming to “enter the ranks of innovative countries by 2020”.The universities are the gathering place of the first driving force for innovation and the first resource of talents.The university teachers are the main subject of scientific and technological innovation.The policy of university teachers? professional title evaluation is an important baton for teacher management.The implementation of the reform of the title evaluation policy oriented by innovation-driven development,which has fully stimulated the vitality and enthusiasm of university teachers? scientific and technological innovation,is an important way for our country to build an innovative country,implement an innovation-driven development strategy,and step to high-quality development.Based on the perspectives of innovation-driven and knowledge transformation,this paper mainly uses text analysis,case analysis,comparative research and other methods to theoretically analyze the transformation trend of university teachers? professional title evaluation in the context of knowledge transformation,and to explore the practice of “social engagement” experience in the world-class universities? title evaluation policies.It explores the problems about “why”,“what”,“how” and “who” to evaluate it.Combined with the current status of evaluation of university teachers? professional titles in our country,this paper aims to obtain some useful reform enlightenment.Through research,it is found that: knowledge transformation and innovation-driven development strategy are the development trends of knowledge and economy in the era of knowledge economy.Knowledge transformation will have an important impact on the scientific research work of college teachers,which will lead to the evaluation of professional titles tightly related with scientific research evaluation change.Internationally,the world-class universities encouraged teachers to actively participate in social development,valued the teachers? ability to participate in society,attached importance to the various outputs of teachers? serving to the society,and formed a diverse evaluation subject.Drawing on the practice of “social engagement” in the world-class universities? professional title evaluation,Chinese universities should value the evaluation concept of serving socio-economic development,take the “non-academic indicators” as an important evaluation factor,recognize the other achievements of teachers in serving the society,and build a pluralistic evaluation subject based on peers.