Based on soliciting opinions and suggestions from relevant universities, experts and scholars, professional organizations and relevant government departments, the indicators framework of CDE is formulated with consensus and prudential research. The indicators Framework of CDE takes “Morality Education Effectiveness” as the fundamental principle, “Quality, Effectiveness, Characteristic, Contribution” as the value orientation, “Combination of Quantitative and Qualitative Evaluation” as the basic method, and “Talent Training Quality”, “Teaching Staff and Resources”, “Scientific Research Level”, and “Social Service and Discipline Reputation” as the structure.


  In order to fully examine the characteristics of different disciplines, 12 second-level indicators and 17-21 third-level indicators are set for each first-level discipline (see the table below for the latest indicator framework). On the basis of expert consultation through Delphi Method, the weights of the indicator system are formulated separately for each first-level discipline.

  Indicators Framework of CDE


First Level Indicators

Second Level Indicators

Indicators Description




  A. Talent Training Quality


A1.Achievements in Ideological and Political Education




Put ideological and political education in the first place in talent training, and focus on the comprehensive reform and effectiveness of the “Training talent through the whole staff, overall process, and all-round”.


A2.Quality of the Talent Training Process




Emphasis will be placed on the textbook system, curriculum system, teaching system and international exchange and learning, highlighting the supporting role of scientific research in talent training.


A3.Quality of Students in School




Strengthen the student quality evaluation which combines the quality of students in school with the quality of graduation. The quality of students in school highlights the comprehensive representative achievements of students’ morality, intelligence, physique, aesthetics and labour, focusing on students’ participation and contribution. The quality of graduation adheres to the combination of overall employment quality and career development quality, and focuses on  employers’ evaluation.


 A4.Quality of Graduates




  B. Teaching Staff and Resources


 B1.Teaching Staff


Regarding teachers ethics and morality as the first criterion for evaluating teachers, the method of “combining the overall structure of the teacher team with representative teachers” is adopted to evaluate the quality of the teaching staff, and emphasize the situation of young teachers.


B2.Platform Resources






Dilute the conditions and resource indicators such as laboratories and bases, and evaluate “supporting platforms” and “major instruments and equipment” with classification.




  C. Scientific Research (Art/Design Practice) Level




C1.Scientific Research Achievements(and Its Conversion)




According to the classification of different disciplines, indicators such as “quality of academic papers”, “representative academic works”, “patent transformation”, “research and development of new drugs” and “research and development of new agricultural varieties” are set, and multi-dimensional scientific research effect evaluation is carried out to fully reflect the characteristics of the discipline.  


The evaluation of “quality of academic papers” adopts the “representative evaluation” method of “combination of Chinese journals and foreign journals”, highlighting the innovation quality and academic contribution of iconic academic achievements, diluting the number and citation rate of papers, and not taking SCI and ESI indicators as the direct basis for judgment.


C2.Scientific Research Projects and Awards


By combining expert evaluation of representative achievements with quantitative evaluation of high-level achievements, quantitative and qualitative evaluation is carried out on the scientific research projects led by the participating institutions and the scientific research awards led or participated in by the participating institutions.


C3.Artistic Practice Achievements


Such indicators are set separately for some art and architecture disciplines, highlighting the characteristics of aesthetic education and culture, paying more attention to their practicality, and emphasizing both scientific research and creative design.


C4.Artistic/Design Practice Projects and Awards


 D. Social Service and Discipline Reputation


 D1.Social Services

Strengthen the actual contribution of disciplines to major national and regional strategic needs and economic and social development. Philosophy and social science disciplines put more emphasis on cultural inheritance and innovation and the role of think tanks, and natural science disciplines put more emphasis on the transformation and application of scientific and technological achievements and solving key and core technical problems.


D2.Discipline Reputation


Invite domestic peers and industry experts to evaluate the reputation of the discipline.  


Invite peer experts outside the Chinese mainland to conduct international reputation surveys on 18 disciplines including Education, Archaeology, Mathematics, Mechanical engineering, Veterinary medicine and Design, etc.


Copyright 2013 China Academic Degrees and Graduate Education Development Center