<p>This study aims to explore the construction and implementation of multidimensional evaluation standards within the compensation systems of Chinese universities. It focuses on the allocation of weights among multiple dimensions—namely research, teaching, and social service—and examines their impact on faculty behavior and job satisfaction. Based on a multi-case study of six universities from diverse regions and institutional types, the research employs semi-structured interviews, document analysis, and participatory observation to collect empirical data concerning compensation evaluation standards, faculty feedback, and policy implementation. The findings reveal that although some universities have adopted multidimensional evaluation systems, there remains a significant imbalance in the weight assigned to research and teaching, with an excessive emphasis on research adversely affecting the quality of teaching. Faculty members commonly express concerns about the fairness and transparency of the compensation system, particularly in teaching-oriented institutions, where opportunities for faculty participation in decision-making are limited. Analysis based on equity theory and expectancy theory suggests that compensation systems should prioritize balance across dimensions to enhance faculty motivation and satisfaction. This study not only offers practical recommendations for reforming faculty compensation systems in China but also provides theoretical and empirical insights for improving multidimensional performance evaluation in the global higher education context.</p>