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| Title: | 大學自主辦理系所品質保證指標建構之研究- 以某國立大學為例
A Study on the Construction of Quality Assurance Indicators for the University Program Self-Accreditation- A Case Study for a National University |
| Authors: | 趙淑梅
Chao, Shu-Mei |
| Contributors: | 湯志民
Tang, Chih-Min
趙淑梅
Chao, Shu-Mei |
| Keywords: | 高等教育品質保證
內部品質保證
大學自主辦理系所品質保證
大學系所品質保證指標
Quality Assurance in Higher Education
Internal Quality Assurance
Quality Assurance for University Program Self-Accreditation
Quality Assurance Indicators for the University Program |
| Date: | 2024 |
| Issue Date: | 2024-09-04 14:19:58 (UTC+8) |
| Abstract: | 本研究旨在建構案例大學自主辦理系所品質保證指標及權重體系，首先以案例大學自辦系所品保指標為基礎，依據文獻探討之結果初擬出大學自主辦理系所品質保證指標，其次，邀請7位學者專家進行指標的適切性評估。透過模糊德懷術整合14位專家的意見，最終建構了適用案例大學自主辦理系所品質保證指標及其權重，發展一套適切性之評鑑工具。
本研究問題有三：1.適用於案例大學自主辦理系所品質保證之指標為何？2.案例大學自主辦理系所品質保證之指標權重為何？3.未來高等教育及案例大學實施品質保證後續改進的方向為何？
本研究之實證結果如下：
一、大學自主辦理系所品質保證指標包含「單位治理」、「教師發展」、「學生學習」、「國際化」、「社會影響力」5項主構面，17項次構面及33項指標；
二、大學自主辦理系所品質保證指標主構面以「學生學習」最重要，「單位治理」次之，「教師發展」再次之，餘為「社會影響力」及「國際化」；
三、大學自主辦理系所品質保證之次構面以「課程規劃」最重要，「學習成效」次之，「學習狀況」再次之；
四、大學自主辦理系所品質保證之指標以「系所發展符合社會需求及當代領域發展」最重要，「系所有明確合理的課程規劃及評估機制」次之，「系所提供充足且易於獲取的學習資源和學生支持」再次之；
最後，依據研究結果，提出具體建議，以供未來大學自主辦理系所品質保證之實務推動與研究的參考。
This study aims to construct a quality assurance indicator and weighting system for university program self-accreditation. Initially, existing quality assurance indicators for program self-accreditation at the specific university were utilized alongside findings from literature discussions to develop quality assurance indicators for program self-accreditation at the university. Subsequently, seven scholars and experts were invited to evaluate the appropriateness of the indicators. The opinions of 14 experts were then synthesized using the fuzzy Delphi method to establish the quality assurance indicators and their respective weights for the program self-accreditation of the relevant university. Furthermore, a set of suitable evaluation tools was devised.
This study addresses three research questions: (1) Which indicators are relevant for quality assurance in higher education program self-accreditation? (2) What are the weights assigned to quality assurance indicators in higher education program self-accreditation? (3) What are the directions for enhancing quality assurance in higher education in the future?
The conclusions of the study are as follows:
1. The quality assurance indicators for university program self-accreditation comprise five primary dimensions, 17 sub-dimensions, and 33 indicators. These dimensions include "Institution Governance," " Faculty Development," " Student Learning," " Internationalization," and " Social Impact."
2. The primary dimension of the quality assurance indicators for university program self-accreditation is "Student Learning." followed by " Institution Governance," "Faculty Development," "Internationalization," and "Social Impact."
3. The sub-dimensions of quality assurance for university program self-accreditation highlight "Curriculum Planning" as the most crucial, "Learning Outcomes" as the second most important, and "Learning Progress" as the third most important.
4. The indicators for quality assurance of university program self-accreditation are prioritized as follows: "The development of the department meets the needs of society and contemporary fields" is the most crucial indicator, followed by "The department has a clear and reasonable curriculum planning and evaluation mechanism," and "The department provides sufficient and accessible learning resources and student support."
These research findings offer specific recommendations that can serve as a guide for the practical advancement and scholarly investigation of quality assurance in university program self-accreditation in the future. |
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| Description: | 博士
國立政治大學
教育學系
109152510 |
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| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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