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題名 大學機構視角下的巴基斯坦品質改革：借貸政策的效用
UNIVERSITY STAKEHOLDERS’ PERSPECTIVES OF QUALITY ASSURANCE REFORMS IN PAKISTAN: THE ROLE OF BORROWING POLICY作者 萬立涵
Khan, Abdul Wali貢獻者 侯永琪
Hou, Yung-Chi
萬立涵
Abdul Wali Khan關鍵詞 高等教育改革
品質保證
政策借用
利害關係人
Higher Education
Quality Assurance
Policy Borrowing
Stakeholder Perceptions日期 2023 上傳時間 1-Feb-2024 11:18:49 (UTC+8) 摘要 全球化潮流和各國政府針對高等教育的效率和效能提出了更高的要求。大學紛紛進行結構性改革，以記錄績效改善情況，並對政府支持和私人投資負責。品質保證（QA）機制作為教育卓越的證據，在1990年代和2000年代在許多發展中國家開始盛行。高等教育中的QA對於大學排名系統、問責制以及內部同質化至關重要。在改革高等教育時，借鑒其他國家的做法/品質標準是學習和改進的常見而複雜的途徑。 巴基斯坦作為一個受援國和殖民地國家，順應全球品質改革的發展潮流，通過在高等教育委員會（HEC）下設立品質保證機構，對其高等教育進行了改革。在全球品質標準的指導下，HEC發佈了一份品質保證手冊，並通過品質增強小組在公立大學中實施其中的內容，以確保其內部品質的重要性。 現有文獻討論了發展和實施品質保證政策的主要利益相關者的積極和消極看法。對於政策制定者在制定品質保證政策時借鑒全球最佳實踐的看法，以及教師對在品質保證的教學中遵守品質保證政策的看法，這些文獻都隻字未提。本質性案例研究從政策借鑒的視角探討了高等教育利益相關者（政策制定者、教師和管理人員）對品質保證改革的看法和實踐。研究重點為了解開發品質保證手冊及其在一個公立大學教學和學習中的實施對策略借鑒的影響。政策借鑒與借貸、全球與本地以及品質模型一起構成了一個理論框架。自27名參與者收集資料，包括政策制定者、教師和管理人員。此外，通過詳閱QA手冊，確定訪談問題，並考察手冊中建議和要求的落實程度。資料通過資料組織軟體NVivo的主題分析程式進行分析。 分析顯示，對借鑒全球最佳實踐/品質標準存在兩極化看法。贊成的觀點包括借鑒良好政策是有益的、以研究和結果為導向的，並已在國際間傳播，採用這些政策有助於改進當地的做法。此外，如果對做法進行調整，使其符合當地的需要、價值觀和文化，可產生更好的效果。反對的觀點包括，借鑒外部實踐和政策與當地背景相矛盾，並導致對西方知識的依賴，從而阻礙當地學者建構當地知識和模型。這些參與者建議QA政策是集中的、因地制宜的，並主要改編自英國QA標準。社會、經濟和宗教因素影響了品質政策的制定和實施。 本研究探討了參與者對品質保證對教學和學習的影響的看法。他們將品質保證的概念化為學生學習的最低標準、數量、目的和卓越。然而，現有的品質標準在不太注重改善教學。決策者和教師間關於QA政策應由誰及如何制定的問題上意見分歧。政策制定者認為，HEC制定的品質保證手冊有教授和學者專家的參與，教師的參與度高。反之，教師卻聲稱參與頗少，認為自己只是政策的執行者，在政策決策和制定中幾乎沒有作用。儘管在政策制定過程中缺乏參與，但教師在日常教學、課程設計和學生學習評估中，都是QA標準的積極執行者。由於缺乏資源、教師培訓缺乏本地QA模型、學生未經考試入學以及對品質保證的自我評估做法缺乏嚴謹性，QA的實施變得具有挑戰性，這使得QA是否改進了教學和學習變得複雜。 研究結果表示HEC可能需要修改現行政策，建立更具包容性、更符合國情和國際視野的QA模型。他們可以通過廣泛培訓的發展、為有效的品質實施分配足夠的資源，並使QEC的職能順利集中到教學上，從而在大學中形成強大的品質文化。
Globalization and governments are demanding for effectiveness and efficiency in higher education. Universities have structurally been reformed to document improvement in performance and are held accountable for government support and private investment. Quality Assurance (QA) mechanisms, as evidence of educational excellence, became prevalent in many developing countries in the 1990s and 2000. QA in higher education is essential for university ranking systems, accountability and internal homogenization. When reforming higher education, borrowing other nations’ practices/quality standards is common and complex for learning and improving. Aligned with the global development of quality reforms, Pakistan, as an aid recipient and colonized country, has reformed its higher education by establishing Quality Assurance Agency under the Higher Education Commission (HEC). Guided by global quality standards, the HEC has issued a quality assurance manual and implemented the contents in public universities through Quality Enhancement Cell to ensure their internal quality matters. Extant literature discusses key stakeholders’ positive and negative perceptions of developing and practicing quality assurance policies. The literature is silent on policymakers’ perceptions of borrowing global best practices while developing QA policies and faculty perspectives about adhering to the QA policy in quality assurance's teaching and learning component. This qualitative case study explores the perceptions and practices of higher education stakeholders (Policymakers, faculty members and administrators) on quality assurance reforms from the lens of policy borrowing. It focuses on understanding the impact of developing a quality assurance manual and its implementation in teaching and learning in one public university. The policy borrowing and lending, glonacal and quality models served as a theoretical framework. Data was collected from 27 participants, including policymakers, faculty members and administrators. Additionally, a careful review of the QA manual was conducted in order to frame interview questions and examine the extent to which the manual suggestions and requirements were upheld during implementation. The data were analyzed through a thematic analysis procedure supported with the data organization software NVivo. Analysis revealed polarized views on borrowing global best practices/ quality standards. Favourable views included that borrowing good policies are beneficial, research and result oriented, and have spread internationally and adopting them could help improve local practices. Further, the best practices yielded better results if adapted and contextualized to fulfil the local needs, values and culture. Opposing views included that borrowing external practices and policies contradicts the local context and leads to dependency on Western knowledge, which hinders local scholars from producing local knowledge and models. These participants suggested that QA policies were, centralized, contextual and predominantly adapted from UK QA standards. Social, economic and religious factors affect quality policy development and implementation. The study explored participants' views on how quality assurance bears on teaching and learning. They conceptualized it as minimum standards, quantity, purpose and excellence for students’ learning. However, the existing quality standards have less focus on improving teaching. Conflicting views emerged between policymakers and the faculty members on who and how QA policy was developed. The policymakers argued that HEC developed the quality assurance manual involving professors and subject specialists with robust faculty participation. In contrast, the faculty reported little participation and argued that they acted as implementors and had little/ no roles in policy decisions and formulation. Although participation was lacking in the development of the policy, faculty were active implementors of QA standards in daily teaching, course design and evaluation of students’ learning. Implementation of QA was challenging due to the lack of resources, faculty training lack of local QA model, enrolment of students without test and lack of seriousness about the self-assessment practices of quality assurance which complicates whether QA has improved teaching and learning. The findings imply that HEC may need to modify the current policy toward a more inclusive and contextually relevant QA model with an international outlook. 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國立政治大學
教育學系
110152524資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110152524 資料類型 thesis dc.contributor.advisor 侯永琪 zh_TW dc.contributor.advisor Hou, Yung-Chi en_US dc.contributor.author (Authors) 萬立涵 zh_TW dc.contributor.author (Authors) Abdul Wali Khan en_US dc.creator (作者) 萬立涵 zh_TW dc.creator (作者) Khan, Abdul Wali en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Feb-2024 11:18:49 (UTC+8) - dc.date.available 1-Feb-2024 11:18:49 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:18:49 (UTC+8) - dc.identifier (Other Identifiers) G0110152524 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149566 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 110152524 zh_TW dc.description.abstract (摘要) 全球化潮流和各國政府針對高等教育的效率和效能提出了更高的要求。大學紛紛進行結構性改革，以記錄績效改善情況，並對政府支持和私人投資負責。品質保證（QA）機制作為教育卓越的證據，在1990年代和2000年代在許多發展中國家開始盛行。高等教育中的QA對於大學排名系統、問責制以及內部同質化至關重要。在改革高等教育時，借鑒其他國家的做法/品質標準是學習和改進的常見而複雜的途徑。 巴基斯坦作為一個受援國和殖民地國家，順應全球品質改革的發展潮流，通過在高等教育委員會（HEC）下設立品質保證機構，對其高等教育進行了改革。在全球品質標準的指導下，HEC發佈了一份品質保證手冊，並通過品質增強小組在公立大學中實施其中的內容，以確保其內部品質的重要性。 現有文獻討論了發展和實施品質保證政策的主要利益相關者的積極和消極看法。對於政策制定者在制定品質保證政策時借鑒全球最佳實踐的看法，以及教師對在品質保證的教學中遵守品質保證政策的看法，這些文獻都隻字未提。本質性案例研究從政策借鑒的視角探討了高等教育利益相關者（政策制定者、教師和管理人員）對品質保證改革的看法和實踐。研究重點為了解開發品質保證手冊及其在一個公立大學教學和學習中的實施對策略借鑒的影響。政策借鑒與借貸、全球與本地以及品質模型一起構成了一個理論框架。自27名參與者收集資料，包括政策制定者、教師和管理人員。此外，通過詳閱QA手冊，確定訪談問題，並考察手冊中建議和要求的落實程度。資料通過資料組織軟體NVivo的主題分析程式進行分析。 分析顯示，對借鑒全球最佳實踐/品質標準存在兩極化看法。贊成的觀點包括借鑒良好政策是有益的、以研究和結果為導向的，並已在國際間傳播，採用這些政策有助於改進當地的做法。此外，如果對做法進行調整，使其符合當地的需要、價值觀和文化，可產生更好的效果。反對的觀點包括，借鑒外部實踐和政策與當地背景相矛盾，並導致對西方知識的依賴，從而阻礙當地學者建構當地知識和模型。這些參與者建議QA政策是集中的、因地制宜的，並主要改編自英國QA標準。社會、經濟和宗教因素影響了品質政策的制定和實施。 本研究探討了參與者對品質保證對教學和學習的影響的看法。他們將品質保證的概念化為學生學習的最低標準、數量、目的和卓越。然而，現有的品質標準在不太注重改善教學。決策者和教師間關於QA政策應由誰及如何制定的問題上意見分歧。政策制定者認為，HEC制定的品質保證手冊有教授和學者專家的參與，教師的參與度高。反之，教師卻聲稱參與頗少，認為自己只是政策的執行者，在政策決策和制定中幾乎沒有作用。儘管在政策制定過程中缺乏參與，但教師在日常教學、課程設計和學生學習評估中，都是QA標準的積極執行者。由於缺乏資源、教師培訓缺乏本地QA模型、學生未經考試入學以及對品質保證的自我評估做法缺乏嚴謹性，QA的實施變得具有挑戰性，這使得QA是否改進了教學和學習變得複雜。 研究結果表示HEC可能需要修改現行政策，建立更具包容性、更符合國情和國際視野的QA模型。他們可以通過廣泛培訓的發展、為有效的品質實施分配足夠的資源，並使QEC的職能順利集中到教學上，從而在大學中形成強大的品質文化。 zh_TW dc.description.abstract (摘要) Globalization and governments are demanding for effectiveness and efficiency in higher education. Universities have structurally been reformed to document improvement in performance and are held accountable for government support and private investment. Quality Assurance (QA) mechanisms, as evidence of educational excellence, became prevalent in many developing countries in the 1990s and 2000. QA in higher education is essential for university ranking systems, accountability and internal homogenization. When reforming higher education, borrowing other nations’ practices/quality standards is common and complex for learning and improving. Aligned with the global development of quality reforms, Pakistan, as an aid recipient and colonized country, has reformed its higher education by establishing Quality Assurance Agency under the Higher Education Commission (HEC). Guided by global quality standards, the HEC has issued a quality assurance manual and implemented the contents in public universities through Quality Enhancement Cell to ensure their internal quality matters. Extant literature discusses key stakeholders’ positive and negative perceptions of developing and practicing quality assurance policies. The literature is silent on policymakers’ perceptions of borrowing global best practices while developing QA policies and faculty perspectives about adhering to the QA policy in quality assurance's teaching and learning component. This qualitative case study explores the perceptions and practices of higher education stakeholders (Policymakers, faculty members and administrators) on quality assurance reforms from the lens of policy borrowing. It focuses on understanding the impact of developing a quality assurance manual and its implementation in teaching and learning in one public university. The policy borrowing and lending, glonacal and quality models served as a theoretical framework. Data was collected from 27 participants, including policymakers, faculty members and administrators. Additionally, a careful review of the QA manual was conducted in order to frame interview questions and examine the extent to which the manual suggestions and requirements were upheld during implementation. The data were analyzed through a thematic analysis procedure supported with the data organization software NVivo. Analysis revealed polarized views on borrowing global best practices/ quality standards. Favourable views included that borrowing good policies are beneficial, research and result oriented, and have spread internationally and adopting them could help improve local practices. Further, the best practices yielded better results if adapted and contextualized to fulfil the local needs, values and culture. Opposing views included that borrowing external practices and policies contradicts the local context and leads to dependency on Western knowledge, which hinders local scholars from producing local knowledge and models. These participants suggested that QA policies were, centralized, contextual and predominantly adapted from UK QA standards. Social, economic and religious factors affect quality policy development and implementation. The study explored participants' views on how quality assurance bears on teaching and learning. They conceptualized it as minimum standards, quantity, purpose and excellence for students’ learning. However, the existing quality standards have less focus on improving teaching. Conflicting views emerged between policymakers and the faculty members on who and how QA policy was developed. The policymakers argued that HEC developed the quality assurance manual involving professors and subject specialists with robust faculty participation. In contrast, the faculty reported little participation and argued that they acted as implementors and had little/ no roles in policy decisions and formulation. Although participation was lacking in the development of the policy, faculty were active implementors of QA standards in daily teaching, course design and evaluation of students’ learning. Implementation of QA was challenging due to the lack of resources, faculty training lack of local QA model, enrolment of students without test and lack of seriousness about the self-assessment practices of quality assurance which complicates whether QA has improved teaching and learning. The findings imply that HEC may need to modify the current policy toward a more inclusive and contextually relevant QA model with an international outlook. They could benefit from the development of widespread training, allocate sufficient resources for effective quality implementation, and align QEC functions smoothly focusing on teaching and learning to have a robust quality culture in the university. en_US dc.description.tableofcontents CHAPTER ONE 1 STUDY’S INTRODUCTION AND BACKGROUND 1 1.1 Background 1 1.2 Statement of the Problem 4 1.3 The rationale of the study 6 1.4 Study’s Objective 7 1.5 Research Questions 7 1.6 Significance of the Study 7 1.7 Explanation of Key words 8 1.8 Thesis Structure 9 CHAPTER TWO 11 LITERATURE REVIEW 11 2.1. Quality Assurance: Tracing the roots 11 2.2 Defining Quality in Higher Education 11 2.3 The Need for Quality Assurance 12 2.4 Role of Government in QA Higher Education Reform 13 2.4.1 Internal Quality Assurance (IQA) and External Quality Assurance (EQA) 14 2.5 Quality assurance in teaching and Learning 15 2.5.1 Faculty perceptions of QA as an administrative act VS QA as enhanced learning 16 2.5.2 Effects of externally imposed quality standards on teaching and learning 17 2.5.3 Critique on quality assurance 18 2.6 Pakistan Higher Education: A broader Historical Background 18 2.6.1Independence of Pakistan and the colonial governance system 18 2.6.2 Public Sector Reform Trends in Pakistan 19 2.6.3 Educational Policy Development in Pakistan 20 2.6.4 Mushroom Growth of Universities in Pakistan 22 2.7 Higher Education Governance: From University Grant Commission (UGC) to Higher Education Commission (HEC) 23 2.8 Key Reforms in Higher Education of Pakistan after 2000 25 2.8.1 Replacement of UGC with HEC 25 2.9 Quality Assurance Policy Adoption Process 27 2.9.1 Quality Assurance Implementation at National to Institutional level 27 2.9.2 Implementation of Quality Assurance Policy in the University 29 2.10 Higher Education Reforms and International Aid in Pakistan 30 2.11 Policy Borrowing in Quality Assurance Reforms in Pakistan 31 2.12 Perspectives on Educational Policy Borrowing 32 2.12.1 Issues in policy borrowing: knowledge hegemony, contextualization and recolonization in the global south 34 2.12.2 Borrowing of Quality assurance Standards in Asian Higher Education 35 2.12.3 Quality assurance reforms: success and failures 37 2.13 Overall Summary of Literature Review 37 CHAPTER THREE 40 THEORETICAL /CONCEPTUAL FRAMEWORK OF THE STUDY 40 3.1 Marginson Glonacal Model 40 3.2 Quality Principles 40 3.3 Philips and Ochs’ Model of Policy Borrowing in Education 41 3.3.1 Relevance, limitation and criticism of the model 44 3.4 Conceptual framework used for this study 46 3.4.1 The conceptual model for this study 48 CHAPTER FOUR 50 METHODOLOGY 50 4.1 Belief System in Qualitative Research 50 4.2 Study design: Case Study 51 4.3 Context and participants of the study 52 4.3.1 Context 52 4.3.2 Participants 54 4.4 Table 2. Profile of participants 54 4.5 Sampling procedure 55 4.6 Entry negotiation and obtaining permission to conduct the study 56 4.7 Data collection instruments 56 4.7.1 Semi-structured interviews 56 4.7.2 Document Analysis 57 4.8 Data collection procedures 58 4.9 Data Analysis 59 4.9.1 Coding of data 60 4.10 Trustworthiness 61 4.10.1 Credibility 61 4.10.2 Transferability 62 4.10.3 Dependability and Confirmability 62 4.11 Research Ethics 63 4.12 Limitations 63 CHAPTER FIVE 65 FINDING -1: PERSPECTIVES ON BORROWING OF GOOD PRACTICES/POLICIES AND THE PROCESS OF QUALITY ASSURANCE MANUAL DEVELOPMENT 65 5.1 Perspectives on Policy borrowing: Supporting and Opposing views 65 5.1.1 Best practices as result and research-oriented and inspirational 65 5.1.2 Best practices as collaborative efforts and quick fix solutions 67 5.2 Adaptation, contextualization and policy learning 68 5.2.1 Idealizing Western Policies and dependency 70 5.2.2 Difference of local context, cultural norms and values 72 5.3 Section summary 73 5.4 Process of QA framework development 74 5.4.1 University’s Representation at HEC Level QA Policy Formation 74 5.4.2 Top-down QA policy and Faculty as Policy Implementor 76 5.4.3 The practice of Eurocentric QA frameworks 78 5.4.4 Adaption/Adoption of External QA Standards in Developing Current QA Framework 78 5.4.5 Unawareness of faculty about QA Manual 80 5.4.6 QA policy Characteristics: Standardized, participatory, locally rooted and globally informed 81 5.5 Section summary 81 5.6 Chapter summary 82 CHAPTER SIX 84 FINDING- II: THE STATE OF QUALITY ASSURANCE IN PAKISTAN'S HIGHER EDUCATION 84 6.1 Conceptualizing the quality from the eyes of beholders 84 6.1.1 Quality as minimum standards and quantity 84 6.1.2 Quality as an Excellence and Purpose 86 6.1.3 Quality as narrative sickness 87 6.2 Quality and its relevance to teaching and learning 88 6.2.1 Quality Assurance Enhances Reputation and Ranking 89 6.3 Determinants of Quality assurance in teaching and learning 90 6.3.1 Teachers’ competence 90 6.3.2 Infrastructural facilities 91 6.3.3 Engaging pedagogies 91 6.4 Existing QA standards for teaching and learning: Implementation and concerns 92 6.4.1 QA compliance 92 6.4.2 Publication as means of promotion and monitory benefits 93 6.4.3 Teachers as the instrument of data collection 93 6.5 Quality Assurance in Course Design Process and Students’ Learning Evaluation 94 6.5.1 HEC guidelines for course design 94 6.5.2 QEC role in course design 95 6.5.3 A university wide assessment and evaluation policy 96 6.5.4 Assessment strategies use by Faculty in teaching 96 6.5.5 Students’ Participation in course design and rubric development 99 6.6 Chapter Summary 100 CHAPTER SEVEN 102 FINDINGS -III: QUALITY ASSURANCE REFORMS AND POLICY DEVEVELOPMENT, FUNCTIONS OF QEC AND QA IMPLEMENTATION CHALLENGES IN THE PUBLIC UNIVERSITY 102 7.1 HEC’s Initiatives for Quality Assurance 102 7.1.1 Revising Institutional Performance Evaluation Policy (IPEP) 102 7.1.2 Nomenclature of degree programs from two years to four years 103 7.1.3 Learning Management System (LMS) 104 7.1.4 Academic collaboration: a university-level measure for quality 104 7.2 Section Summary 105 7.3 Policy development and implementation process at HEC and the Public Uiversity 105 7.3.1 Policy formation and dissemination at HEC 105 7.3.2 Kitchen cabinet policy formation VS policy as consultative process: The dilemma 106 7.3.3 The University’s policy development forums 107 7.3.4 Policymakers as new colonial masters 108 7.4 Influencing factors of QA Policy Development 109 7.4.1 Economic Factor 109 7.4.2 Religious Factors 109 7.4.3 Political Factors 110 7.5 Section Summary 110 7.6 ROLES AND FUNCTIONS OF QUALITY ENHANCEMENT CELL (QEC) 111 7.6.1 QEC as Extended Arm of HEC 111 7.6.2 Conducting assessment and training for faculty 112 7.6.3 Reviewing Academic programs, Plagiarism and presence in committees 112 7.6.4 Conducting Institutional Performance Evaluation (IPE) 113 7.6.5 Self-institutional Performance and Evaluation and ensuring quality of affiliated colleges 113 7.6.6 QEC’s Outreaching work: Teaching champion project with Aga Khan University 114 7.7 Working relation between HEC and the University 114 7.7.1 Policing authority relationship 115 7.8 Stakeholders’ Concerns about QEC 116 7.9 Section Summary 116 7.10 QUALITY ASSURANCE IMPLEMENTATION CHALLENGES 117 7.10.1 Issue of senior management, policy alignment and implementation 118 7.10.2 Issues of students’ enrolment, resources, curriculum and local QA model 118 7.11 Suggestions to improve overall quality 120 7.11.1 Entry test for student admission 120 7.11.2 Faculty professional development 121 7.11.3 Accountability 121 7.11.4 Development of an Indigenous model for QA 121 7.12 Chapter summary 122 7.13 Summary of Key findings with objectives and research questions 123 CHAPTER EIGHT 127 DISCUSSION AND CONCLUSION 127 8.1 Overview of the key arguments and findings of the study 127 8.2 Q-1 How do Pakistan’s Higher Education policymakers and university administrators describe the challenges and opportunities associated with policy borrowing theory and practice when considering education reform, specifically in developing the quality assurance policies/standards and framework? 131 8.2.1 Policy borrowing a complex phenomenon 131 8.2.2 Policy learning, adaptation and contextualization 132 8.2.3 Policy borrowing and dependency 132 8.2.4 Policy Development Issues and Challenges 134 8.2.5 Policy Borrowing via International Aid to Reform Higher Education 134 8.3 Q-2 How did the HEC leadership review, adopt, and disseminate the quality assurance framework to the universities in Pakistan? 136 8.4 Q-3 How do the higher education stakeholders in Pakistan perceive the state of quality assurance in higher education? And how the faculty members in a public university adhere to the quality assurance policy prescribed by HEC Pakistan in developing courses and assessing students’ performance? 137 8.4.1 State of Quality Assurance from Participants’ Perspective 137 8.4.2 Quality assurance compliance by faculty to improve teaching and learning 139 8.4.3 QEC stands in bringing change in teaching and learning and challenges encountered 140 8.4.4 Who is responsible for quality assurance: QEC VS Quality as collective wisdom? 141 8.5 Policy Implications 142 8.5.1 Implications for HEC and the University Quality Enhancement Cell 142 8.5.2 Implications for University’s administrators 144 8.5.3 Implications for University’s Teaching Faculty 144 8.5.4 Implications for University’s overall Management 145 8.5.5 Implications for teaching and learning 145 8.6 Future research 145 8.7 Reflection on the framework 146 8.8 Conclusion 147 References 149 Appendix A, Research Brief 161 Appendix: B, Consent Letter for Participants 162 Appendix: C, Interview protocol for faculty members 163 Appendix: D, Protocol for Policy Manager Interviews 163 zh_TW dc.format.extent 2265557 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110152524 en_US dc.subject (關鍵詞) 高等教育改革 zh_TW dc.subject (關鍵詞) 品質保證 zh_TW dc.subject (關鍵詞) 政策借用 zh_TW dc.subject (關鍵詞) 利害關係人 zh_TW dc.subject (關鍵詞) Higher Education en_US dc.subject (關鍵詞) Quality Assurance en_US dc.subject (關鍵詞) Policy Borrowing en_US dc.subject (關鍵詞) Stakeholder Perceptions en_US dc.title (題名) 大學機構視角下的巴基斯坦品質改革：借貸政策的效用 zh_TW dc.title (題名) UNIVERSITY STAKEHOLDERS’ PERSPECTIVES OF QUALITY ASSURANCE REFORMS IN PAKISTAN: THE ROLE OF BORROWING POLICY en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Ahamed, N. 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