我國高等技術及職業教育品質保證指標之研究

Abstract

自從技專校院辦理綜合評鑑以來，業已達成評等優劣、發掘問題、導引方向、督促改進及輔導建議等功能，但仍存在著評鑑標準一致化、限制各校特色發展、學校爭取評鑑成績導致資源錯置等問題。故為強化評鑑優點並改善不足之處，進一步採行認可制評鑑；但如何使該項政策推動更為精進，並納入品質保證作法，值得進一步探討與改進。本研究以文獻分析，釐清認可制評鑑及品質保證關係，明確凸顯問題分析重點，並分別就澳洲及歐盟技職教育學制發展、縱向機關層級政策推動及橫向時間發展脈絡分析，呈現分析對象完整全貌，進而根據研究分析結果，提出我國高等技術及職業教育品質保證指標初步概念架構。 其次，運用專家訪談、專家效度問卷、模糊德懷術問卷及層級分析法進行57人/次學者專家訪談及調查分析，完成建構我國高級技術及職業教育品質保證指標架構及權重體系，並就研究結論分項說明如下： 一、 我國高等技術及職業教育品質保證指標架構包含4項構面、20項主指標及76項次指標，均具適切性。 二、 我國高等技術及職業教育品質保證指標架構整體構面權重分配由高而低依序為「輸入構面」、「成果構面」、「學習轉化構面」及「基礎構面」。 三、 我國高等技術及職業教育品質保證指標架構「基礎構面」以「1-1政策法令」主指標權重較高，「1-1-1校務推動符合大學法及其他相關辦法規定」次指標權重較高。 四、 我國高等技術及職業教育品質保證指標架構「輸入構面」以「2-1學校定位」主指標權重較高，「2-1-1學校及系科定位有明確特色對應產業」次指標權重較高。 五、 我國高等技術及職業教育品質保證指標架構「學習轉化構面」以「3-4教師專業發展」主指標權重較高，「3-4-1學校教師具備任教領域相關之業界實務經驗」次指標權重較高。 六、 我國高等技術及職業教育品質保證指標架構「成果構面」以「4-1學習成效」主指標權重較高，「4-1-1學生學習成效均達成學校訂定畢業條件要求」次指標權重較高。 七、 我國高等技術及職業教育品質保證指標架構之質性專家訪談與量化分析結果均具一致性。 最後，依據文獻探討及專家訪談結果，配合最後研究結果與討論，分別提出相關建議，供主管機關、科技校院及未來後續研究之參考。Ever since the comprehensive evaluation system was implemented for technical and vocational colleges and universities in Taiwan, it has functioned in better discrimination between schools; discovery of existing problems, guidance of future directions, better supervision for schools to make improvements, and offer of consultations and suggestions. Nonetheless, there remain problems such as homogeneity of evaluative standard that limit schools to develop their own special characteristics, the solely concerns of schools to achieve better evaluative that result in displacements of school resources. Accreditation was subsequently implemented in order to maintain merits of current evaluative system and improve upon its loopholes. Nevertheless, how to further polish that policy and incorporate Quality Assurance into its mechanism is little explored and thus addressed in this paper. By employing literature review as a means to delineate the relationships between accreditation and quality assurance, and further highlight points of problems during analysis. This study analyzes respective developments of TVE (Technological and Vocational Education) Systems within both Australia and European Union, in order to explore how policies are implemented within vertical hierarchy of institutions, and how theses have evolved over horizontal time pattern, so that present the whole picture of each evaluation system. This study eventually contributes to providence of a conceptual framework of quality assurance indicators for technical and vocational education in Taiwan. Furthermore, through adapting in-depth interviews, expert validation questionnaire, fuzzy Delphi technique questionnaire, and hierarchical analysis, this study also conducted 57 persons/times interviews with scholars and professionals,and made surveillances and analyses thereafter, by which completed the construction of framework and weighting system of quality assurance for higher technical and vocational education in Taiwan, the conclusions are as follows: 1. The current quality framework of assurance indicators for higher technical and vocational education that comprise four dimensions, 20 primary indicators and 76 sub-indicators are appropriate. 2. The comprehensive weighting priorities of framework of quality assurance indicators for higher technical and vocational education in Taiwan sequence from high to low are as follows: "Input Dimension", "Outcome Dimension", "Dimension of Learning Transformation" and "Fundamental Dimension". 3. With regards to ‘Fundamental Dimension’ of framework of quality assurance indicators for higher technical and vocational education in Taiwan, the main indicator "1-1 Policies and Laws" occupies higher weight; and sub-indicator "1-1-1 Promote School Affairs in Compliance with the University Act and other Relevant Provisions" occupies higher weight. 4. With regards to ‘Input Dimension’ of framework of quality assurance indicators for higher technical and vocational education in Taiwan, the main indicator "2-1 Positioning of Schools" occupies higher weight; and sub-indicator "2-1-1 Positioning Schools and Faculties to have Clear Corresponding Industries with Special Characteristics" occupies higher weight. 5. With regards to ‘Dimension of Learning Transformation’ of framework of quality assurance indicators for higher technical and vocational education in Taiwan, the main indicator "3-4 Professional Development of Teachers” occupies higher weight; and sub-indicator "3-4-1 School Teachers have Professional Experiences relevant to Teaching Subjects" occupies higher weight. 6. With regards to "Outcome Dimension" of framework of quality assurance indicators for higher technical and vocational education in Taiwan, the main indicator "4-1 Learning Effectiveness" occupies higher weight; and sub-indicator “4-1-1 Learning Outcomes of Students that Match Graduate Requirements of Each School" occupies higher weight. 7. There shows a consistency between ‘Qualitative Interviews with Experts’ and ‘Results of Quantitative Analysis’ in the framework of quality assurance indicators for higher technical and vocational education in Taiwan. Finally, in accordance with results of literature reviews, in-depth interviews, final research results and other discussions above, this study proposes several suggestions for the reference of related authorities, universities, colleges of science and following researches.