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|Title: ||工程及科技教育認證制度實施之研究：大學教師之觀點;To Explore the Impact of Implementing of Engineering Accreditation: The Perspectives of Faculty, Chairpersons and Deans|
|Keywords: ||工程教育認證;成果導向;大學教師;品質保證;engineering accreditation;outcomes-based;faculty;quality assurance|
|Issue Date: ||2014-10-15 17:17:01 (UTC+8)|
本研究取向為混合研究，研究者根據研究目的、待答問題及文獻探討，編製「工程教育認證實施之調查問卷」。以2011年通過工程及科技教育認證的系所共7706位教師為研究母群體，採便利抽樣共發出1135份，回收的有效問卷為489份，有效回收率為43.08%。問卷調查所得資料，採用平均數與標準差、t 檢定與單因子變異數分析等統計方法，分別探究大學教師於課程與教學、學生核心能力與專業成長各向度的得分，並分析背景變項之影響。訪談對象含院長、系主任與教師共20位，並以一般歸納法（A general inductive approach）分析質性資料。
以SSM系統方法學（Soft Systems Methodology）為理論架構，透過文獻探討、問卷調查與訪談等資料的發現，歸納出下列七項結論：
過去的研究極少從質性研究取向的資料分析認證實施成效與實施後之系所內部權力結構與社會系統運作。本研究藉由SSM系統方法學（Soft Systems Methodology）的理論，並依據研究結論，提出建議作為工程相關系所推動認證或新政策時的參考。
;Engineering accreditation has been implemented for ten years in Taiwan. The aims of this study attempt to explore what impact, has the accreditation had on curriculum and instruction of the programs, faculty development and students learning outcomes, and analyze the political structures within the programs and the operations of social systems on the processes of accreditation.
The research approach of this study is mixed-methods research. The data were collected by questionnaire survey, in-depth interview and participant observation. The population of this study was 7706 faculty members from engineering programs passed by engineering accreditation until 2011. 1135 questionnaires were sent, and the total valid returned questionnaires were 489. Data were analyzed by the method of descriptive and inferential statistics, including mean and standard deviation, t-test, and ANOVA. Finally, twenty engineering faculty members, program chairpersons, and deans were interviewed. Consequently, both the Soft Systems Methodology and general inductive approach were adopted to analyze and interpret the qualitative data.
Based on the results of various data from literature review, questionnaires and interviews, the following seven points are summarized:
1. Engineering Accreditation in Taiwan was implemented mostly by top-down, and it resulted in a lack of faculty’s identity.
2. Program chairperson played an important role in the engineering accreditation implementation; program chairperson’s attitude made significant impact on the continuous improvement of to-be-accredited programs.
3. The survey showed that faculty members generally felt positive changes from engineering accreditation, but this result was inconsistent with interview contents.
4. Faculty who served as administrators of the university tended to have more in-depth consciousness toward the impact of accreditation upon curriculum and instruction, faculty development, and student learning outcomes.
5. If faculty didn’t understand what the engineering accreditation is all about, it tended to affect their identity to be involved.
6. Even though most of the faculty agreed the aim and mechanism of engineering accreditation, they still doubt that weather the continuous improvement could be accomplished by implementing the accreditation.
7. The best practice of engineering accreditation only happened when the internal values of the faculty and the norms of programs had reached balance.
There have been few studies to analyze the effects of engineering accreditation and the internal political structures of programs and the operations of social systems on the processes of accreditation through qualitative approach. This study wishes to serve as a basis for further study of evaluating the effectiveness of engineering accreditation in Taiwan.
|Appears in Collections:||[學習與教學研究所 ] 博碩士論文|
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