大學教學卓越計畫與教學品質之研究

Abstract

本研究旨在探究大學教學卓越計畫與教學品質的關係及其現況，並且剖析大學教學卓越計畫的執行困境與因應策略，再根據研究發現與結論，提出可供教育行政主管機關、大學校院及後續研究參考之建議。為達上述研究目的，本研究採取質性研究取向，以13位與大學教學卓越計畫相關之教育行政機關主管、學校專責單位主管及學者專家作為研究對象，並透過訪談及文件分析進行資料的蒐集。

綜合本研究文獻探討結果與研究發現，獲得以下結論： 一、大學教學卓越計畫的推動與高等教育亟需提昇教學品質的背景脈絡及現況有必要關係，其中政策與環境的支持是關鍵催化要件。 二、大學教學卓越計畫的規劃構想始於改善基礎教學機制，終至發展教學特色與永續經營，至於實施方式則有待商榷。 三、大學教學卓越計畫的指標設計合乎教學品質之基本內涵，至於教學產出、特色與質化指標則較闕如。 四、形塑支持的外部環境、學校高階領導者的視野與承諾、成員的能力與共識均是影響大學教學卓越計畫執行的關鍵因素。 五、大學教學卓越計畫之推動，有助於學校組織結構的再造與文化的轉變。 六、公、私立大學獲補助表現的差異主要在於組織氣氛與文化不同使然。 七、學校獲補助與否不必然反映其教學品質之高低。 八、現階段基礎教學建設與制度已獲大幅改善，對於教學品質全面提昇則有不同看法。 九、執行大學教學卓越計畫主要面臨「專責單位人員缺乏穩定性與專業性」等六項困境。 十、針對上述困境，主要有「減緩專責單位人員不安情緒並實施職工訓練」等六項因應策略。

本研究根據上述結論，分別針對教育行政主管機關、大學校院及後續研究等三方面提出有關具體之建議。The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach.

According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on.

Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.