Ask HN: How have you pushed back against overmeasurement in your workplace?

I am a university professor. Our provost has just created a committee to come up with “a comprehensive definition of quality teaching", calling for "a unified understanding" of what excellent teaching means across disciplines.

This sounds like a Dilbert-esque nightmare to me. In my observation, quality teaching can take very different forms, depending heavily on the individual student. I am good at getting our strongest students excited; some of my colleagues are great at reaching out to weak students and preventing them from falling through the cracks.

This reminds me of countless situations I have read about in industry, where engineers end up answering to bean-counters with no understanding or appreciation of what they do.

If any of you has pushed back against such initiatives in your workplace (or, alternatively, if you were skeptical and they turned out better than you were expecting), would you please share how? Thanks.