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| Title: | 大學機構視角下的巴基斯坦品質改革：借貸政策的效用
UNIVERSITY STAKEHOLDERS’ PERSPECTIVES OF QUALITY ASSURANCE REFORMS IN PAKISTAN: THE ROLE OF BORROWING POLICY |
| Authors: | 萬立涵
Khan, Abdul Wali |
| Contributors: | 侯永琪
Hou, Yung-Chi
萬立涵
Abdul Wali Khan |
| Keywords: | 高等教育改革
品質保證
政策借用
利害關係人
Higher Education
Quality Assurance
Policy Borrowing
Stakeholder Perceptions |
| Date: | 2023 |
| Issue Date: | 2024-02-01 11:18:49 (UTC+8) |
| Abstract: | 全球化潮流和各國政府針對高等教育的效率和效能提出了更高的要求。大學紛紛進行結構性改革，以記錄績效改善情況，並對政府支持和私人投資負責。品質保證（QA）機制作為教育卓越的證據，在1990年代和2000年代在許多發展中國家開始盛行。高等教育中的QA對於大學排名系統、問責制以及內部同質化至關重要。在改革高等教育時，借鑒其他國家的做法/品質標準是學習和改進的常見而複雜的途徑。
巴基斯坦作為一個受援國和殖民地國家，順應全球品質改革的發展潮流，通過在高等教育委員會（HEC）下設立品質保證機構，對其高等教育進行了改革。在全球品質標準的指導下，HEC發佈了一份品質保證手冊，並通過品質增強小組在公立大學中實施其中的內容，以確保其內部品質的重要性。
現有文獻討論了發展和實施品質保證政策的主要利益相關者的積極和消極看法。對於政策制定者在制定品質保證政策時借鑒全球最佳實踐的看法，以及教師對在品質保證的教學中遵守品質保證政策的看法，這些文獻都隻字未提。本質性案例研究從政策借鑒的視角探討了高等教育利益相關者（政策制定者、教師和管理人員）對品質保證改革的看法和實踐。研究重點為了解開發品質保證手冊及其在一個公立大學教學和學習中的實施對策略借鑒的影響。政策借鑒與借貸、全球與本地以及品質模型一起構成了一個理論框架。自27名參與者收集資料，包括政策制定者、教師和管理人員。此外，通過詳閱QA手冊，確定訪談問題，並考察手冊中建議和要求的落實程度。資料通過資料組織軟體NVivo的主題分析程式進行分析。
分析顯示，對借鑒全球最佳實踐/品質標準存在兩極化看法。贊成的觀點包括借鑒良好政策是有益的、以研究和結果為導向的，並已在國際間傳播，採用這些政策有助於改進當地的做法。此外，如果對做法進行調整，使其符合當地的需要、價值觀和文化，可產生更好的效果。反對的觀點包括，借鑒外部實踐和政策與當地背景相矛盾，並導致對西方知識的依賴，從而阻礙當地學者建構當地知識和模型。這些參與者建議QA政策是集中的、因地制宜的，並主要改編自英國QA標準。社會、經濟和宗教因素影響了品質政策的制定和實施。
本研究探討了參與者對品質保證對教學和學習的影響的看法。他們將品質保證的概念化為學生學習的最低標準、數量、目的和卓越。然而，現有的品質標準在不太注重改善教學。決策者和教師間關於QA政策應由誰及如何制定的問題上意見分歧。政策制定者認為，HEC制定的品質保證手冊有教授和學者專家的參與，教師的參與度高。反之，教師卻聲稱參與頗少，認為自己只是政策的執行者，在政策決策和制定中幾乎沒有作用。儘管在政策制定過程中缺乏參與，但教師在日常教學、課程設計和學生學習評估中，都是QA標準的積極執行者。由於缺乏資源、教師培訓缺乏本地QA模型、學生未經考試入學以及對品質保證的自我評估做法缺乏嚴謹性，QA的實施變得具有挑戰性，這使得QA是否改進了教學和學習變得複雜。
研究結果表示HEC可能需要修改現行政策，建立更具包容性、更符合國情和國際視野的QA模型。他們可以通過廣泛培訓的發展、為有效的品質實施分配足夠的資源，並使QEC的職能順利集中到教學上，從而在大學中形成強大的品質文化。
Globalization and governments are demanding for effectiveness and efficiency in higher education. Universities have structurally been reformed to document improvement in performance and are held accountable for government support and private investment. Quality Assurance (QA) mechanisms, as evidence of educational excellence, became prevalent in many developing countries in the 1990s and 2000. QA in higher education is essential for university ranking systems, accountability and internal homogenization. When reforming higher education, borrowing other nations’ practices/quality standards is common and complex for learning and improving.
Aligned with the global development of quality reforms, Pakistan, as an aid recipient and colonized country, has reformed its higher education by establishing Quality Assurance Agency under the Higher Education Commission (HEC). Guided by global quality standards, the HEC has issued a quality assurance manual and implemented the contents in public universities through Quality Enhancement Cell to ensure their internal quality matters.
Extant literature discusses key stakeholders’ positive and negative perceptions of developing and practicing quality assurance policies. The literature is silent on policymakers’ perceptions of borrowing global best practices while developing QA policies and faculty perspectives about adhering to the QA policy in quality assurance's teaching and learning component. This qualitative case study explores the perceptions and practices of higher education stakeholders (Policymakers, faculty members and administrators) on quality assurance reforms from the lens of policy borrowing. It focuses on understanding the impact of developing a quality assurance manual and its implementation in teaching and learning in one public university. The policy borrowing and lending, glonacal and quality models served as a theoretical framework. Data was collected from 27 participants, including policymakers, faculty members and administrators. Additionally, a careful review of the QA manual was conducted in order to frame interview questions and examine the extent to which the manual suggestions and requirements were upheld during implementation. The data were analyzed through a thematic analysis procedure supported with the data organization software NVivo.
Analysis revealed polarized views on borrowing global best practices/ quality standards. Favourable views included that borrowing good policies are beneficial, research and result oriented, and have spread internationally and adopting them could help improve local practices. Further, the best practices yielded better results if adapted and contextualized to fulfil the local needs, values and culture. Opposing views included that borrowing external practices and policies contradicts the local context and leads to dependency on Western knowledge, which hinders local scholars from producing local knowledge and models. These participants suggested that QA policies were, centralized, contextual and predominantly adapted from UK QA standards. Social, economic and religious factors affect quality policy development and implementation.
The study explored participants' views on how quality assurance bears on teaching and learning. They conceptualized it as minimum standards, quantity, purpose and excellence for students’ learning. However, the existing quality standards have less focus on improving teaching. Conflicting views emerged between policymakers and the faculty members on who and how QA policy was developed. The policymakers argued that HEC developed the quality assurance manual involving professors and subject specialists with robust faculty participation. In contrast, the faculty reported little participation and argued that they acted as implementors and had little/ no roles in policy decisions and formulation. Although participation was lacking in the development of the policy, faculty were active implementors of QA standards in daily teaching, course design and evaluation of students’ learning. Implementation of QA was challenging due to the lack of resources, faculty training lack of local QA model, enrolment of students without test and lack of seriousness about the self-assessment practices of quality assurance which complicates whether QA has improved teaching and learning.
The findings imply that HEC may need to modify the current policy toward a more inclusive and contextually relevant QA model with an international outlook. They could benefit from the development of widespread training, allocate sufficient resources for effective quality implementation, and align QEC functions smoothly focusing on teaching and learning to have a robust quality culture in the university. |
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| Description: | 博士
國立政治大學
教育學系
110152524 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152524 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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