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A study of the faculty qualification assessment in Taiwan
Liu, Hsiao Fen
Liu, Hsiao Fen
|Issue Date: ||2016-04-08 14:16:35 (UTC+8)|
|Abstract: ||本研究主要目的有五：一、釐清大學教師的角色與任務；二、探討教師資格審查制度在大學的定位與規準；三、剖析國外大學教師資格審查制度概況；四、探究國內大學教師資格審查制度現況；五、對大學及主管教育行政機關提供未來改進之建議。本研究採文獻分析（literature review）、文件分析（document analysis）及半結構式訪談（semistructured interview），期望能藉由對大學教師資格審查之理論面與實務面的分析來達到上述目的。
There are five main purposes in this dissertation: 1.to clarify the roles and tasks of faculty of universities; 2.to investigate the principles and standards of the faculty qualification assessment process in the universities; 3.to examine the assessment process in other countries; 4.to analyze the current situations of the assessment process in Taiwan; 5.to provide suggestions for future improvement to the universities and the Ministry of Education.
This research contains literature review, document analysis, and semi-structured interviews in order to achieve the five aims mentioned above through both theoretical and practical analysis of the assessment process for faculty qualification.
The important research findings include the following:
1.The change of concepts and functions of university has influenced the school culture and the way the system operates.
2.The change of faculty roles and tasks has affected the substance of the faculty qualification assessment process.
3.The ideas of academic freedom and university autonomy have helped to clarify the relations among the government, the university and the faculty.
4.The concept of educational evaluation contributes to the investigation of right position for the faculty qualification assessment process.
5.The ideal faculty qualification assessment process should carry at least five standards: independence, propriety, accuracy, effectiveness, and responsiveness standards.
6.The faculty qualification assessment processes in the main countries and areas are different because of their histories, cultures, and environment of higher education.
7.From a comprehensive perspective, the faculty qualification assessment process in Taiwan still need to improve. For instance, the government is not flexible enough in terms of the planning of systems; the school lacks of variety and diversity in terms of implications.
8.Analyzing the recruitment processes and the faculty qualification assessment processes in various universities, the differences are determined by some background factors such as the school's position, educational ideas, development of school affairs, school culture and style, competition advantages, etc.
The main conclusions of this dissertation are as follows:
1.Analyzed from the concepts of the faculty qualification assessment process:
（1）Return to the autonomy of the university.
（2）Take the comprehensive performance of the faculty into account.
（3）Respect the operations of affairs inside the university.
（4）Build a system of varied evaluations and feedbacks.
（5）The assessment of the faculty qualification must accord with proper standards of evaluation.
2.Analyzed from the faculty qualification assessment processes in other countries:
（1）The faculty qualification assessment process should consider the factors of history and culture.
（2）The regulations for the terms of the faculty should keep with the world stream.
（3）The qualification of the faculty should be well-regulated and strict.
（4）The ethics and responsibilities of scholarship should be enforced faster.
3.The general problems of the faculty qualification assessment process in Taiwan:
（1）The relation between the government and the university needs to readjust.
（2）The government should make clear the differences between universities, colleges of technology, and vocational junior colleges.
（3）Universities should accelerate to build the teacher evaluation system inside the school.
（4）Universities should react properly to strikes from outside the school.
4.The differences of the faculty qualification assessment process between schools:
（1）As setting the regulations, the government should consider the basic differences between national and private universities.
（2）As implementing the process, each university should consider its specialty and style so as to be creative and not confined.
The suggestions this research makes include:
1.Suggestions to the Ministry of Education:
（1）The government should keep adjusting the role it plays in relation to the university and accelerate to pass its power to the later.
（2）The government should differentiate the assessment process for universities' teachers from the one for vocational colleges' teachers and abolish the teacher certificate system.
2.Suggestions to the universities:
（1）Universities should create a complete procedure for evaluating their faculty.
（2）Universities should develop the self-disciplines and ethics of scholarship.
（3）Universities should make more efforts on connecting the school specialties to teacher recruitment in order to create their own reputations.
（4）Universities should vitalize and recreate the process of the faculty qualification assessment.
|Source URI: ||http://thesis.lib.nccu.edu.tw/record/#A2002000237|
|Data Type: ||thesis|
|Appears in Collections:||[教育學系] 學位論文|
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