本文旨在從消費者導向評鑑觀點出發，探討英國大學教學卓越架構之方案特色，做為規劃臺灣高等教育評鑑未來發展方向之參考。為達研究目的，本文採用文件分析法與半結構式訪談，訪談對象包括英國大學校長協會主管和受評學校資深教授共六位。最後透過英國實踐經驗，提出四項對臺灣的啟示如下：一、在評鑑方案的核心概念方面，學生中心雖為共同趨勢，但仍應致力於朝建立供應者與消費者平等對話之互動模式邁進；二、在評鑑指標的證據來源方面，宜強化現有國家層級資料庫功能並要求資訊公開，俾協助利害關係人提高決策品質；三、在評鑑對象的範疇界定方面，可考慮將教學與研究表現分開評鑑，藉此凸顯學校特色並協助大學分類與定位；四、在評鑑結果的行政運用方面，英國政府要求大學先證明教學品質後才能調漲學費的作法具參考價值。

This study mainly aims, via adopting the methods of document analysis and semi-structured interview, to analyze and review the system of the “Teaching Excellence Framework” in the United Kingdom, from the perspectives of consumer-oriented evaluation. In total, six senior academics and staff in the UK were interviewed. Based upon the explored experiences of the UK, the following four suggestions are proposed for the reference of future reform of the related policies in Taiwan: 1. Although it has been accepted that being student-centered is a common core concept for evaluating programs, there is still a need for an effort to establish the interactive model for balanced dialogue between providers and consumers. 2. The use of the existing quality assured national datasets should be strengthened as the evident source of evaluation indicators, and it can be used to enhance the quality of decisions made by stakeholders. 3. The separation of teaching and research assessments in the UK may be taken into account as a reference in encouraging universities to shape their own unique characters and have their own development plans. 4. The policies of linking the TEF results of the universities to the approval of charging higher tuition fees in the U.K. can be a reference of evaluation policies in relation to the application of the evaluation results.