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題名：我國私立科技大學工業設計學門自我評鑑標準建構之研究—標竿學習取向
作者：周文智
作者(外文)：Wen-Chih Chou
校院名稱：國立彰化師範大學
系所名稱：工業教育與技術學系
指導教授：蕭錫錡
學位類別：博士
出版日期：2008
主題關鍵詞：標竿學習；自我評鑑；標竿化自我評鑑標準；工業設計；私立科技大學；benchmarking；self-study；benchmarking self-study criteria；industrial design；private university of technology
原始連結：連回原系統網址new window
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摘 要
本研究旨在引用標竿學習的精神，藉由各系在系務運作與教學措施上的經驗分享，建構我國私立科技大學工業設計學門標竿化自我評鑑標準。研究的方法概分為理論分析、自我評鑑指標建構模式的建立與實證研究等三部分。理論分析的部分，分別對於標竿學習、各國標竿化評鑑的現況、自我評鑑，以及標竿學習對於自我評鑑的促進等進行文獻的探討與歸納分析，以建構研究設計的理論基礎。在自我評鑑指標的發展方面，本研究重新修正一個已實際應用於工程教育評鑑的評鑑指標建構模式，依據工業設計教育的特質與內涵建立自我評鑑指標的建構準則，使其所建構的指標內容能適用於私立科技大學層級工業設計學門的自我評鑑。在實證研究的部分，本研究針對國內三所私立科技大學工業設計相關系的系主任與資深教師進行焦點訪談，收集各系在系務與教育過程中的運作實務，以建構初步的自我評鑑指標。隨後，以國內四所私立科技大學的工業設計相關系為調查對象，進行自我評鑑指標重要度的意見調查，確認我國私立科技大學工業設計學門自我評鑑指標共計8個評鑑向度，內含78項自我評鑑指標，並依此為基礎，建構我國私立科技大學工業設計學門標竿化自我評鑑標準。
綜合研究的結果與發現，本研究所獲得重要的結論為：一、 標竿學習與自我評鑑同為解決組織內部的問題，而由組織內部成員所發動的自發性活動，並包含自我評估與外部比較的過程，其目標皆是為了提昇組織整體的效能與品質；二、標竿學習能提供自我評鑑「學習」的促進功能，並能促使組織藉由他人成功的經驗為標竿，做為評估組織表現的標準；三、歐盟國家的標竿化評鑑主要以學生為中心的品質保證為主，其他國家則較以教育機構的整體表現為主；四、焦點訪談的結果呈現受訪各系在系務與教育過程中的運作實務並不完全相同，各系能夠依據本身所具備的條件，學習或修正他系特別的運作實務，以改善系的現存問題或現況；五、我國私立科技大學工業設計學門標竿化自我評鑑標準包含「面向」、「內涵」、「檢視準則」、「查核項目」與「佐證資料」等5個評鑑項目，並可歸類出「系的定位、宗旨與目標」、「課程設計與組織」、「教育過程與品質」、「教職員聘任與發展」、「專業服務與應用」、「系務組織與運作」、「國際交流」、「自我檢討與改善」等8個評鑑向度，共78項自我評鑑標準。
Abstract
The purpose of this study was to construct benchmarking self-study criteria for private universities of technology industrial design programs in Taiwan, through experiences shared among departments in administrative operation and education processes. Research methods included theoretical analysis, establishment of self-study indicator construct model and empirical approaches. In the theoretical analysis, literature review was used to investigate and analyze benchmarking, the current situation of benchmarking evaluation, self-study, and self-study improvement through benchmarking in order to construct a theoretical basis for the research design. Within the development of self-study indicators, the researcher revised an evaluation indicator construct model, which was previously applied in engineering education evaluation. The revised model established construct guidelines for self-study indicators, according to the characteristics and content of industrial design education, so as to be applicable to self-study within private universities of technology industrial design programs. The empirical study was aimed at department chiefs and senior teachers at three private universities of technology industrial design departments, employed focus interviews and collection of operation practice information about administration and education within each department in order to construct preliminary self-study indicators. This study next included a survey to investigate the significance of self-study indicators within four private universities of technology industrial design departments. Results show 8 evaluation dimensions, including 78 self-study indicators, for self-study. Based on these indicators, this study constructed benchmarking self-study criteria for private universities of technology industrial design programs in Taiwan.
The conclusions of this study include: (1) Benchmarking and self-study are spontaneous activities initiated by internal members to solve problems within the organization. Benchmarking includes the process of self-evaluation and external comparison with the ultimate goal of promoting the efficiency and quality of the entire organization; (2) Benchmarking can provide a “learning” function to improve self-study while encouraging the organization to use other’s benchmarks as criteria when evaluating organizational performance; (3) Benchmarking evaluation in the European Union is based on quality assurances focused on students while other nations emphasize the entire performance of the educational institution; (4) Results of focus interviews show operation practices among departments in administrative operation and education processes is not the same in every department. Every department should revise the operation practice of other departments in order to overcome existing problems or situations; and (5) Taiwanese private universities of technology industrial design programs’ self-study criteria include five evaluation items: “dimension,” “content,” “examination guideline,” “check item” and “evidence,” and eight evaluation dimensions as follows: “department orientation, goal and objective,” “course design and organization,” “educational process and quality,” “faculty/staff engagement and development,” “professional service and application,” “department organization and operation,” “international exchange,” “self-review and improvement,” with a total of 78 items of self-study criteria.
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