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|Other Titles:||THE CONSTRUCTION AND APPLICATION OFCVIPP PERFORMANCE EVALUATION MODEL AMONG ADULT EDUCATIONAL ORGANISATIONS IN TAIWAN|
Center for Educational Research and Evaluation
|Abstract:||研究目的本研究目的分述如下：一、應用成人教育組織績效評估指標模型，評估台灣地區成人教育組織的經營績效表現與問題；二、分析不同類型成人教育組織其指標合適程度的差異；三、分析影響台灣地區成人教育組織經營績效的因素；四、根據研究成果，提出對未來成人組織或機構經營的建議。研究設計／方法／取徑本研究主要是應用「成人教育組織績效評估CVIPP 指標」的問卷，實地調查三類成人教育組織的單位主管及行政人員，針對機構績效進行評估，總計發出問卷2,992 份，回收2,222 份，回收率為74.26%，有效問卷為2,050 份。研究發現或結論本研究發現三類型組織在各構面指標的表現，除了「外部情境」層面較為類似外，其餘則顯著不同；而在各構面指標的影響力方面，八個構面均有其影響力，但以「組織課程運作管理」與「資源挹注管理」此兩構面的影響效果最大。然而，若欲滿足各構面的影響力，三類型組織在優先重視的指標上必須有不同的思維。研究原創性／價值性放眼國內外成人教育及終身學習的發展，績效評估已是不可避免的趨勢。本研究針對不同類型成人教育組織，發展出一套整體性的成人教育組織績效評估工具，國內外相關文獻甚為少見，此為本研究的創新性。而這一套指標亦可用來實際評估成人及終身教育組織經營的績效及影響因素，此為本研究的價值性，顯示本研究不但有其研究上的創新性，也符合當前國內實際現況的需求。|
PurposesThis study aims to look at the following aspects: First, the Model and Indicators of evaluation on the effectiveness of adult educational organizations are adopted and applied here to assess the performances and issues among adult educational organizations in Taiwan. Second, the differences among the three types of adult educational organizations are assessed and analysed in terms of suitability of indicators. Third, the reasons that play significant effects on the organizational management performance are also analysed. Last, further recommendations are made which were driven from the results of indicator and assessment in this study.Design/methodology/approachThis study mainly adopts from a survey which is designed as the tool of “CVIPP Performance Evaluation Model for Adult Educational Organisations”, both the chief and administrative staff from three different types of adult educational organizations were recruited to participate. In total, 2,992 copies of questionnaires were distributed out and 2,222 copies were returned. The response rate is 74.26% and 2,050 copies of questionnaire are valid.FindingsAccording to the results, the performance indicators from Context are similar from one another among the three types of organizations. However, there are differences in Vision, Input and Product and Process aspects. Statistical power was found among the eight items and the items of “Programme planning and management” and “Resource investment and management” were in particular. To meet the satisfaction of all items in terms of statistical power, three types of organisations showed each of them had various needs and priority settings.Originality/valuePerformance evaluation has become the trends among the studies of adult education and lifelong learning in the worldwide. Therefore, the innovation of this study is to develop a complex evaluation tool to assess the performance from different types of adult educational organizations. And this has been rarely res
|Appears in Collections:||當代教育研究|
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