Abstract

Drawing on relevant studies and legal documents, this structured narrative review examines position-based faculty evaluation in the context of university autonomy and increasing accountability. It synthesizes evidence concerning theoretical foundations, evaluation criteria, sources of evidence, and management arrangements. The findings suggest that an effective evaluation system should be grounded in job analysis, position descriptions, and competency frameworks; combine general standards with role-specific criteria and weights; draw on multiple sources of evidence; integrate quantitative indicators with qualitative judgments; and balance summative evaluation with developmental feedback. Faculty evaluation should operate as a continuous performance- management cycle. Major research gaps concern construct validity, inter-rater reliability, procedural fairness, stakeholder coordination, the unintended consequences of key performance indicators, and the use of evaluation results. The article proposes a five-layer framework for Vietnamese higher education comprising strategy and institutional arrangements, position architecture, measurement and evidence, process governance, and result utilization and improvement.

Keywords: faculty evaluation, higher education governance, job position, multi-source evaluation, performance management.