Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 大學自主辦理系所品質保證指標建構之研究- 以某國立大學為例
A Study on the Construction of Quality Assurance Indicators for the University Program Self-Accreditation- A Case Study for a National University作者 趙淑梅
Chao, Shu-Mei貢獻者 湯志民
Tang, Chih-Min
趙淑梅
Chao, Shu-Mei關鍵詞 高等教育品質保證
內部品質保證
大學自主辦理系所品質保證
大學系所品質保證指標
Quality Assurance in Higher Education
Internal Quality Assurance
Quality Assurance for University Program Self-Accreditation
Quality Assurance Indicators for the University Program日期 2024 上傳時間 4-Sep-2024 14:19:58 (UTC+8) 摘要 本研究旨在建構案例大學自主辦理系所品質保證指標及權重體系，首先以案例大學自辦系所品保指標為基礎，依據文獻探討之結果初擬出大學自主辦理系所品質保證指標，其次，邀請7位學者專家進行指標的適切性評估。透過模糊德懷術整合14位專家的意見，最終建構了適用案例大學自主辦理系所品質保證指標及其權重，發展一套適切性之評鑑工具。 本研究問題有三：1.適用於案例大學自主辦理系所品質保證之指標為何？2.案例大學自主辦理系所品質保證之指標權重為何？3.未來高等教育及案例大學實施品質保證後續改進的方向為何？ 本研究之實證結果如下： 一、大學自主辦理系所品質保證指標包含「單位治理」、「教師發展」、「學生學習」、「國際化」、「社會影響力」5項主構面，17項次構面及33項指標； 二、大學自主辦理系所品質保證指標主構面以「學生學習」最重要，「單位治理」次之，「教師發展」再次之，餘為「社會影響力」及「國際化」； 三、大學自主辦理系所品質保證之次構面以「課程規劃」最重要，「學習成效」次之，「學習狀況」再次之； 四、大學自主辦理系所品質保證之指標以「系所發展符合社會需求及當代領域發展」最重要，「系所有明確合理的課程規劃及評估機制」次之，「系所提供充足且易於獲取的學習資源和學生支持」再次之； 最後，依據研究結果，提出具體建議，以供未來大學自主辦理系所品質保證之實務推動與研究的參考。
This study aims to construct a quality assurance indicator and weighting system for university program self-accreditation. Initially, existing quality assurance indicators for program self-accreditation at the specific university were utilized alongside findings from literature discussions to develop quality assurance indicators for program self-accreditation at the university. Subsequently, seven scholars and experts were invited to evaluate the appropriateness of the indicators. The opinions of 14 experts were then synthesized using the fuzzy Delphi method to establish the quality assurance indicators and their respective weights for the program self-accreditation of the relevant university. Furthermore, a set of suitable evaluation tools was devised. This study addresses three research questions: (1) Which indicators are relevant for quality assurance in higher education program self-accreditation? (2) What are the weights assigned to quality assurance indicators in higher education program self-accreditation? (3) What are the directions for enhancing quality assurance in higher education in the future? The conclusions of the study are as follows: 1. The quality assurance indicators for university program self-accreditation comprise five primary dimensions, 17 sub-dimensions, and 33 indicators. These dimensions include "Institution Governance," " Faculty Development," " Student Learning," " Internationalization," and " Social Impact." 2. The primary dimension of the quality assurance indicators for university program self-accreditation is "Student Learning." followed by " Institution Governance," "Faculty Development," "Internationalization," and "Social Impact." 3. The sub-dimensions of quality assurance for university program self-accreditation highlight "Curriculum Planning" as the most crucial, "Learning Outcomes" as the second most important, and "Learning Progress" as the third most important. 4. The indicators for quality assurance of university program self-accreditation are prioritized as follows: "The development of the department meets the needs of society and contemporary fields" is the most crucial indicator, followed by "The department has a clear and reasonable curriculum planning and evaluation mechanism," and "The department provides sufficient and accessible learning resources and student support." These research findings offer specific recommendations that can serve as a guide for the practical advancement and scholarly investigation of quality assurance in university program self-accreditation in the future.參考文獻 壹、中文部分 C大學（2020）。自辦品保機制實施計畫。 大學法（2019年12月11日）修正公布。 于承平（2015）。我國高等技術及職業教育品質保證指標之研究〔未出版之博士論文〕。國立臺灣師範大學。 王文俊、黃子寧（2021）。國立中央大學系所自辦品保實務—以校務發展特色融入系所自辦品保。評鑑雙月刊，90，17-23。 王少芸（2020）。高等教育創業教育指標建構與應用之研究─以臺灣U-start創新創業計畫為例。［未出版之博士論文］。國立政治大學。 王保進（2013）。自我評鑑潮流下反映辦學成效之評鑑項目設計。評鑑雙月刊，42，16-21。 江鴻鈞（2007）。國民小學校長領導能力評鑑指標與權重體系建構之研究。國立臺南大學教育經營與管理研究集刊，3，107-142。 池俊吉（2013）。自我評審制度下的外部品保角色—香港模式。評鑑雙月刊，43，12-16。 池俊吉（2018）。品質保證的國際趨勢：品質與資歷無國界。評鑑雙月刊，76，8-10。 沈佳虹（2013）。第二週期高等教育評鑑指標之探討-以音樂學門為主〔未出版之碩士論文〕。國立臺灣藝術大學。 社團法人中華民國管理科學學會（2024）。華文商管教育認證。https://www.management.org.tw/business.php 李春安（2023）。華文商管教育認證（ACCBE）與商管學院系所自我精進。評鑑雙月刊，106，36-39。https://www.airitilibrary.com/Article/Detail?DocID=a0000268-N202311110007-00010 吳思華（2023，6月3日）。高等教育的傳承與創新—品質精進 vs 典範翻轉［主題演講］。2023高等教育改革論壇，臺北市，臺灣。https://www.youtube.com/watch?v=SJiaVGdka5c 吳政達（1999）。國民小學教師評鑑指標體系建構［未出版之博士論文］。國立政治大學。 吳政達（2004）。教育政策分析-概念、方法與應用。高等教育。 吳政達（2005）。我國地方政府層級教育課責系統建構之評估：模糊德菲法之應用。教育與心理研究，28，645-665。 武佳瀅（2019）。新自由主義下的高等教育治理－以「我國大學評鑑制度」為例〔未出版之博士論文〕。國立臺灣師範大學。 林劭仁（2021）。高等教育品質保證的國際觀點與國內變革。臺灣教育評鑑月刊，10（1），82-88。 林劭仁、池俊吉（2019）。高等教育品質保證與校務研究。載於楊瑩（主編），各大學品質保證與校務研究（1-16頁）。高等教育。 林芳伃、楊燦、龔泉、侯永琪（2019）。全球高等教育趨勢及學術績效責任對品質保證之啟示。評鑑雙月刊，82，11-14。 林威克（2019）。臺灣地區科技大學系所評鑑影響因素之分析［未出版之博士論文］。中國文化大學。 林筠諺（2011）。教育學門系所評鑑指標體系建構之研究［未出版之博士論文］。國立政治大學。 周文智（2007）。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［未出版之博士論文］。國立彰化師範大學。 周華琪（2023）。國際品保新趨勢：INQAAHE「高等教育品質保證之國際標準與準則（ISG）」認證簡介。評鑑雙月刊，105，13-15。 周敦懿（2007）。我國高等教育餐旅學門評鑑指標建構之研究［未出版之博士論文］。國立臺灣師範大學。 高慧容（2022）。大學系所內部品質保證之個案研究［未出版之博士論文］。國立臺灣師範大學。 秦夢群、古雅瑄（2008）。認可制高教評鑑與評鑑結果處置之爭議。教育研究月刊，174，90-101。 秦夢群、陳遵行（2012）。臺灣高等教育評鑑制度與實施之分析研究。教育資料與研究，106，105-142。 馬扶風（2018）。我國與澳洲高等教育品質保證制度之比較研究［未出版之博士論文］。國立暨南國際大學。 財團法人高等教育評鑑中心基金會（2020）。大專校院自辦品質保證認定實施計畫。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023a）。評鑑結果。2023年9月10日，取自 http://www.heeact.edu.tw/1151/1194/2785/ 財團法人高等教育評鑑中心基金會（2023b）。第三週期大學校院校務評鑑評鑑實務手冊。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023c）。大學校院師資培育評鑑實施計畫。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023d）。第三週期大學校院校務評鑑評鑑實施計畫（112-114年）。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2024）。大專校院委託辦理品質保證認可實施計畫-114年度。財團法人高等教育評鑑中心基金會。 徐怡華、詹景怡（2021）。國立臺南藝術大學自辦系所品保之經驗分享。評鑑雙月刊，90，29-34。 許育萍（2022）。書評：評《高等教育的優質工作：組織與教育學層面》。教育評究集刊，68（2），117-126。 許品鵑（2020）。2020高等教育論壇──臺灣高等教育品質保證的蛻變與發展紀實。評鑑雙月刊，88，33-36。 張琬翔、尹玫君（2013）。以學習策略觀點建構科學教育網站評鑑指標之研究。當代教育研究季刊，22（2），47-97。 張壹婷（2013）。教育學門研究評鑑指標建構之研究［未出版之碩士論文］。臺北市立教育大學。 張煜權（2014）。應用模糊德爾菲法評估海岸生態旅遊指標。農業工程學報60（2），10-20。 教育部補助大專校院自主辦理系所品質保證要點（2018年1月4日）。 教育部試辦認定大學校院自我評鑑結果審查作業原則（2012年07月17日）。 教育部試辦認定大學校院自我評鑑機制及結果審查作業原則（2013年10月31日）。 教育部認定大學校院自我評鑑機制及結果審查作業原則（2016年10月6日）。 郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。陳大中（2003）。民用航空飛航安全績效之檢測評估［未出版之碩士論文］。國立交通大學。 陳宏彰（2019）。大學內部品質保證的發展與挑戰：外部品質保證的回應。評鑑雙月刊，82，15-18。https://www.airitilibrary.com/Article/Detail?DocID=a0000268-201911-201911220008-201911220008-15-18 陳梅娥（2003）。模糊德菲術在國小校長評鑑指標系統建構之研究［未出版之碩士論文］。淡江大學。 陳慧蓉、蘇錦麗（2014）。績效責任與大學自主間的平衡—我國大學自辦評鑑之比較性研究。評鑑雙月刊，50，52-55。 湯家偉（2016）。從大學系所評鑑指標之設定論系所發展持續自我改善能力之可能與限制。臺灣教育評論月刊，5（3），21-24。 黃瑞廷（2013）。大學自我評鑑指標建構之研究［未出版之碩士論文］。臺北市立教育大學。 黃義良（2013）。技職院校幼兒保育系品牌評估指標之建構。新竹教育大學教育學報，30（1），101-137。https://doi.org/10.3966/199679772013063001004 楊瑩（2010）。兩岸四地高等教育評鑑制度。高等教育出版社。 楊瑩（2011）。歐洲高等教育品質保證協會（ENQA）推動的品保機構外部檢視。評鑑雙月刊，33，50-58。https://doi.org/10.6445/EB.201109.0050. 楊瑩、余曉雯、莊小萍、黃照耘（2008）。歐盟高等教育品質保證制度。高等教育出版社。 詹志禹（2016）。被績效綁架的教育。親子天下，77，98‐99。 廖全文（1990）。高等教育系統工程。廈門大學出版社。 趙淑梅、吳承翰、倪鳴香（2021）。國立政治大學自辦系所品保實施經驗。評鑑雙月刊，90，12-16。 劉秀曦（2013）。高等教育政策工具之探析：大學評鑑結果與政府經費分配之連結。教育研究與發展期刊，9（3），31-58。https://doi.org/10.3966/181665042013090903002。 蕭綺蓉（2003）。教育民營化發展趨勢及其在我國中小學實施之可行性研究［未出版之碩士論文］。淡江大學。 戴曉霞（2001）。全球化及國家/市場關係之轉變：高等教育市場化之脈絡分析。教育研究集刊，47，301-328。 簡仕欣（2022）。臺灣高等教育機構創業教育成效指標建構之研究［未出版之博士論文］。國立政治大學。 譚克平（2008）。極端值判斷方法簡介。臺東大學教育學報，19（1），131-150。 貳、英文部分 Agasisti, T., Barbato, G., Dal Molin, M., & Turri, M. (2017). Internal quality assurance in universities: does NPM matter? Studies in Higher Education, 44(6), 960–977. https://doi.org/10.1080/03075079.2017.1405252 Alhamad, B. (2019). Balancing national and international accreditation requirements to achieve national strategic trends: A case study: University of Bahrain. In D. F. Staub (Ed.), Quality assurance and accreditation in foreign language education: Global issues, models, and best practices from the Middle East and Turkey (pp. 21-36). Springer International Publishing. Alharbi, M. G., & Khalifa, H. A. E.-W. (2021). Enhanced Fuzzy Delphi method in forecasting and decision-making. Advances in Fuzzy Systems, 2021, 2459573, 6 pages. https://doi.org/10.1155/2021/2459573 Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill. Amaral, A., & Teixeira, P. (2016). An economic view of higher education theory. In R. Barnett, P. Temple, & P. Scott (Eds.), Valuing higher education: An appreciation of the work of Gareth Williams (pp.23–41). UCL IOE Press. ASEAN University Network. (2013). The document of AUN-QA assessor training workshop. Bieker, R. (2014a). Does AACSB accreditation provide quality assurance and foster quality improvement for limited resource business schools whose missions are primarily teaching? The International Journal of Management Education, 12, 283–292. https://doi.org/10.1016/j.ijme.2014.09.003 Bieker, R. (2014b). The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Journal of Applied Research in Higher Education, 6(2), 358-374. https://doi.org/10.1108/JARHE-06-2013-0024 Brennan, J. (2010). Burton Clark's the higher education system: Academic organization in cross-national perspective. London Review of Education, 8(3), 229–237. https://doi.org/10.1080/14748460.2010.515122 Braun, E., Weiß, T., & Seidel, T. (2014). Lernumwelten in der hochschule. In T. Seidel & A. Krapp (Hrsg.) (Eds.), Pädagogische psychologie (pp. 433-453). Weinheim. Cardoso, S., Rosa, M. J., & Stensaker, B. (2016). Why is quality in higher education institutions is not achieved? The view of academics. Assessment and Evaluation in Higher Education, 41(6), 950-965. https://doi.org/10.1080/02602938.2015.1052775 Cardoso, S., Rosa, M. J., Videira, P., & Amaral, A. (2019). Internal quality assurance: A new culture or added bureaucracy? Assessment & Evaluation in Higher Education, 44(2), 249-262. https://doi.org/10.1080/02602938.2018.1494818 Central European University. (2016). Quality assurance in higher education: A practical handbook. Hungary. CHEA (Council for Higher Education Accreditation). (2001). Accreditation and quality assurance glossary. Retrieved fromhttps://www.chea.org/sites/default/files/pdf/Accreditation%20and%20Quality%20Assurance%20Glossary.pdf CHEA (Council for Higher Education Accreditation). (2023). Accreditation & recognition. Retrieved from https://www.chea.org/about-accreditation. Chen, K. H.-J., & Hou, A. Y.-C. (2016). Adopting self-accreditation in response to the diversity of higher education: Quality assurance in Taiwan and its impact on institutions. Asia Pacific Education Review, 17(1), 1–11. https://doi.org/10.1007/s12564-016-9415-z Chen, S. J., & Hwang, C. L. (1992). Fuzzy multiple attribute decision making method and application. Springer-Verlag. Chmielecka, E. (2014). Academic values and the procedures of quality assurance. In Eggins, H. (Ed.), Drivers and barriers to achieving quality in higher education. Sense Publishers. https://doi.org/10.1007/978-94-6209-494-9_4 Ciptono, A., Setiyono, S., Nurhidayati, F., & Vikaliana, R. (2019). Fuzzy Delphi method in education: A mapping. Journal of Physics: Conference Series, 1360(1), 012029. https://doi.org/10.1088/1742-6596/1360/1/012029 Cirlan, E. (2020, Aug 18). The ESG in the changing landscape of higher education - The purpose of quality assurance and the ESG.Policy Commons. Retrieved from Apr 17, 2024, from https://policycommons.net/artifacts/2609065/the-esg-in-the-changing-landscape-of-higher-education/3631581/ Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspectives. University of California Press. Clark, B. R. (2004). Delineating the character of the entrepreneurial university. Higher Education Policy, 17, 355-370. de Boer, H., Bergstra, A., & Kostons, D. (2012). Effective strategies for self-regulated learning: A meta-analysis. Groningen: GION onderzoek/onderwijs. de Boer, H., & Goedegebuure, L. (2009). The Changing nature of the academic deanship. Leadership, 5(3), 347-364. https://doi.org/10.1177/1742715009337765 de Boer, H. & Stensaker, B. (2007). An internal representative system: The democratic vision. In P. Maassen & J. P. Olsen (Eds.) University dynamics and European Integration (pp. 99-118). Springer. https://doi.org/10.1007/978-1-4020-5971-1_5 Dao, K., & Hayden, M. (2019). Vietnam’s progress with policies on university governance, management and quality assurance. In N. T. Nguyen, & L. T. Tran. (Eds.), Reforming Vietnamese higher education (pp. 37-50). Springer. https://doi.org/10.1007/978-981-13-8918-4_3 Donadelli, F. (2020). The 'regulatory state' in higher education: Assuring quality through new modalities of control in Brazil. Bulletin of Latin American Research, 40(4), 487-500. Duarte, N.; & Vardasca, R. (2023). Literature review of accreditation systems in higher education. Education Sciences, 13(6), 582. https://doi.org/10.3390/educsci13060582 Dubois, D., & Prade, H. (1980) Fuzzy sets and systems: Theory and applications. Academic Press. Elken, M., & Stensaker, B. (2018). Conceptualising “quality work” in higher education. Quality in Higher Education, 24(3), 189-202. https://doi.org/10.1080/13538322.2018.1554782 Elken, M. & Stensaker, B. (2022). Bounded innovation or agency drift? Developments in European higher education quality assurance. Assessment & Evaluation in Higher Education, 48(3), 321-332, https://doi.org/10.1080/02602938.2022.2078476 ENQA, ESU, EUA, EURASHE, EI, BUSINESSEUROPE, & EQAR. (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium. EURASHE. https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf Ferreira, D. S., Teixeira, E., Brown, D. O., Koch, R., Monteiro, W. F., Santos, E. D., & Oliveira, M. M. C. (2020). Content validation of an educational technology about men’s health. Revista Baiana de Enfermagem, 4(1), e36344. Franceschini, F., Galetto, M., & Maisano, D. (2019). Properties of indicators. In F. Franceschini, M. Galetto, & D. Maisano (Eds.), Designing Performance Measurement Systems (pp.85-131). Springer. https://doi.org/10.1007/978-3-030-01192-5_4 Kaiser, F., Melo, A. I., & Hou, A. Y.-C. (2022). Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia, European. Journal of Higher Education, 12, sup1, 391-415. https://doi.org/10.1080/21568235.2022.2094816 Garcı´a-Aracil, A., & Palomares-Montero, D. (2010). Examining benchmark indicator systems for the evaluation of higher education institutions. High Education, 60(2), 217-234. Ghaffar, F. A. & Abrizah , A. (2017). Quality assurance and quality culture at a public higher education institution: A view from within. In Neubauer, D., & Gomes, C. (Eds.), Quality assurance in Asia-Pacific Universities. International and development education (pp. 121-133). Palgrave Macmillan. https://doi.org/ 10.1007/978-3-319-46109-0_8 Graham, M. A., Angolo, T. T. N., & Combrinck, C. (2023). Internal quality assurance systems in Namibian higher education: Stakeholder perceptions and guidelines for enhancing the system. International Conference on Higher Education Advances. Green, D. (1994). What is quality in higher education? Open University Press. Halford, E., & Wells, M. (2023, Feb 13). The implications of not having an independent designated quality body– and lessons from abroad. HEPI. https://www.hepi.ac.uk/2023/02/13/what-next-for-quality-assurance-in-england-the-implications-of-not-having-an-independent-designated-quality-body-and-lessons-from-abroad%EF%BF%BC/ Harvey, L. (2014). Analytic quality glossary, quality research INTERNATIONAL. Retrieved Jan 15, 2023, from http://www.qualityresearchinternational.com/glossary/ Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34. Harvey, L., & Newton, J. (2007). Transforming Quality Evaluation: Moving On. In, D. F. Westerheijden, B. Stensaker, M .J. Rosa (Eds.), Quality assurance in higher education. Higher education dynamics, vol 20. (pp. 225-245). Springer. https://doi.org/10.1007/978-1-4020-6012-0_9 Harvey, L., & Stensaker, B. (2008). Quality culture: Understandings, boundaries and linkages. European Journal of Education, 43, 427-442. https://doi.org/10.1111/j.1465-3435.2008.00367.x Harvey, L. & Stensaker, B. (2022). Researching quality assurance: Accomplishments and future agendas. In J. Huisman & M. C. van der Wende (Eds.), A research agenda for global higher education (pp. 81–95). Edward Elgar. Hong Kong Council for Accreditation of Academic and Vocational Qualifications (2022). HKCAAVQ 2021-22 Annual report. Hong Kong. Hou, A. Y.-C., Guo, C. Y., Chen, K. H. J., Hill, C., Lin, S. R., Chih, J. C. C., & Chou, H. C. (2018). The implementation of self-accreditation policy in Taiwan higher education and its challenges to university internal quality assurance capacity building. Quality in Higher Education, 24(3), 238–259. https://doi.org/10.1080/13538322.2018.1553496 Hou, A. Y.-C., Guo, C. Y., Tsai, S., & Castillo, D. R. J. (2020). A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: policy change, governance models, emerging roles. Quality in Higher Education, 26(3), 284-306. https://doi.org/10.1080/13538322.2020.1778613 Hou, A. Y.-C., Hill, C., Guo, C. Y., Tsai, S., & Justiniano Castillo, D. R. (2020). A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: policy change, governance models, emerging roles. Quality in Higher Education, 26(3), 284–306. https://doi.org/10.1080/13538322.2020.1778613 Hou, A. Y.-C., Ince, M., Tasi, S., & Chiang, C. L. (2015). Quality assurance of quality assurance agencies from an Asian perspective: Regulation, autonomy and accountability. Asia Pacific Education Review, 16, 95–106. Hou, A. Y.-C., Hill, C., Lin, A. F.-Y., & Justiniano, D. (2022). The battle for legitimacy of ‘student involvement’ in external quality assurance of higher education from Asian QA perspectives – does policy contextualization matter? Journal of Asian Public Policy, 1-19. https://doi.org/10.1080/17516234.2022.2092385 Hou, A. Y.-C., Tao, C. H., Zhou, K. Z.-W, Lin, A. F. Y., Su, E. H. C., & Chen, Y. (2024). Evolution of quality assurance in higher education from INQAAHE GGP to ISGs : Are quality assurance agencies in Asia ready to the emerging modules? Journal of International Cooperation in Education, 13(1),78-94. https://doi.org/10.1108/JICE-09-2023-0022 Hou, A. Y.-C., Tsui, W. H., & Chen, K. H J. (2017). Development of the self-accrediting system in Taiwan and its impact on higher education institutions: A Case study of Fu Jen Catholic University. In Neubauer, D., & Gomes, C. (Eds.), Quality assurance in Asia-Pacific Universities. International and Development Education (pp. 21-36). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-46109-0_2 Hou, A. Y.-C., Zhang, J., Justiniano, D., Lu, G., & Jun, G. (2020). Internal and external quality assurance of higher education in the Asia-Pacific region. In S. Karakhanyan & B. Stensaker (Eds.), Global trends in higher education quality assurance (pp. 168-224). Brill Sense. Hsu, C. C., & Sandford, B.A. (2007). The Delphi technique: Making sense of consensus. practical assessment, Research & Evaluation, 12(10), 1-8. Hsu, Y., Lee, C., & Kreng, V. B. (2010). The application of fuzzy Delphi method and fuzzy AHP in lubricant regenerative technology selection. Expert Systems with Applications, 37, 419–425. Hsu, Y. P. (2023). Developing quality culture in higher education in Taiwan: The changes within quality assurance mechanisms. Studies in Higher Education, 48(11), 1741-1753. https://doi.org/10.1080/03075079.2023.2212270 Hsueh, S., & Huang, C. (2014). Using fuzzy multi-criteria assessment model for evaluating student’s core competencies—a view of cultural and creative design education. International Journal of Engineering Education, 30, 276-282. INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (2022). International standards and guidelines for quality assurance in tertiary education. https://www.inqaahe.org/sites/default/files/INQAAHE-International-Standardsand-Guidelines-ISG.pdf INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (n.d.). Assurance. Analytic Quality Glossary, quality research INTERNATIONAL. http://www.qualityresearchinternational.com/glossary/#assurance INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (n.d.). Self-accreditation. Analytic Quality Glossary, quality research INTERNATIONAL. http://www.qualityresearchinternational.com/glossary/selfaccreditation.htm. Ito, H., Takeuchi, S., Yokoyama, K., Makita, Y. and Ishii, M. (2024), Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japan, International Journal of Educational Management, 38(3), 769-785. https://doi.org/10.1108/IJEM-05-2023-0258 Jarvis, D. S. L. (2014). Regulating higher education: quality assurance and neo-liberal managerialism in higher education—a critical introduction. Policy and Society, 33(3), 155–66. Jessop, T., McNab, N., & Gubby, L. (2012). Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education, 13(2), 143-154. https://doi.org/10.1177/1469787412441285 Juanatey, A. G., Jordana, J., Durán, I. P., & Royo, D. S. (2021) Independence, accountability and responsibilities of quality assurance agencies in higher education: European and Latin American countries compared. European Journal of Higher Education, 11(2), 175-196. https://10.1080/21568235.2020.1850309 Kabadayi, S., & Jason-DiBartolo, G. (2021). An exploratory study of how business schools approach AACSB’s societal impact standards. Journal of Education for Business, 97(8), 521–530. https://doi.org/10.1080/08832323.2021.1997885 Kayyali, M. (2023). An overview of quality assurance in higher education: concepts and frameworks. International Journal of Management, Sciences, Innovation, and Technology (IJMSIT), 4(2), 1-4. https://ssrn.com/abstract=4497492 Kinser, K. (2011). Multinational quality assurance. New Directions for Higher Education, 155, 53–64. https://doi.org/10.1002/he.444 Kohoutek, J. (2014). European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic. Assessment & Evaluation in Higher Education, 39 (3), 310–325. https://doi.org/10.1080/02602938.2013.830694 Kohoutek, J., & Westerheijden, D. F. (2014). Opening up the black box: Drivers and barriers in institutional implementation of the European standards and guidelines. In H. Eggins (Eds.), Drivers and barriers to achieving quality in higher education (pp.167-175). Rotterdam. https://doi.org/10.1007/978-94-6209-494-9_13 Krooi, M., Whittingham, J., & Beausaert, S. (2024). Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review. Studies in Educational Evaluation, 82, 101360. https://doi.org/https://doi.org/10.1016/j.stueduc.2024.101360 Lee, L. S., Wei, Y. S. & Wang, L. Y. (2013, Apr 8-11). Higher Education Institutional and Program Evaluations in Taiwan and the Emerging Roles of Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) [Paper presentation]. Higher Education (INQAAHE) 2013 conference, Taipei, Taiwan. Linstone, H. A., & Turoff, M. (Eds.). (2002). The Delphi method: Techniques and applications (Vol. 29). Addison-Wesley. Malaysia Qualification Agency (MQA). (2023). Self-accreditation. Retrieved Aug 19, 2023, from http://www.mqa.gov.my/ Malaysian Qualifications Agency Act 2007 (Act 679). Manatos, M. J., Sarrico, C. S., & Rosa, M. J. (2017). An integrated approach to quality management. The TQM Journal. 29(2), 342- 356. https://doi.org/10.1108/TQM-01-2016-0009 Martin, M., & Stella, A. (2007). External quality assurance in higher education: Making choices. UNESCO. Martin, M., & Antony Stella. (2007). External quality assurance in higher education: making choices. UNESCO. Retrieved Oct 21, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000152045/PDF/152045eng.pdf.multi Martínez, J., & Dopheide, E. (2014). Indicators: from Counting to Communicating. Journal for Education in the Built Environment, 9(1), 1-19. https://doi.org/10.11120/jebe.2014.00009 Matear, S. (2018, Nov 20-22). Evolving Quality [Paper presentation]. The 10th Higher Education Conference on Innovation and Developments in Teaching and Learning Quality Assurance, Macao Polytechnic Institute, Macao, China. Mavil, M. A. (2013). The internal quality assurance as an instrument for the integration and improving of higher education: Analysis of best practices in the European Union and Latin America. Universitat Autònoma de Barcelona. Miles, M.P., Franklin, G.M., Grimmer, M. and Heriot, K.C. (2015), An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards, Journal of International Education in Business, 8 (1), 2-17. https://doi.org/10.1108/JIEB-02-2014-0009 Nazari-Shirkouhi, S.; Mousakhani, S.; Tavakoli, M.; Dalvand, M.R.; Šaparauskas, J.; & Antuchevicˇiene˙, J. (2020). Importance-performance analysis based balanced scorecard for performance evaluation in higher education institutions: An integrated fuzzy approach. Journal of Business Economics and Management, 21(3), 647–678. https://doi.org/ 10.3846/jbem.2020.11940 Newton, J. (2002). Views from below: Academics coping with quality. Quality in Higher Education, 8(1), 39–61. https://doi.org/10.1080/13538320220127434 Okulova, O., & Shakina, E. (2021). Is there value in international accreditation beyond quality? An empirical analysis of the AACSB accredited schools. Higher Education Quarterly. 2021; 76: 612–625. https://doi.org/10.1111/hequ.12331 Olsen, J. P. (2007). Institutional dynamics and European Universities University.In P. Maassen, J. Olsen (Eds.) University dynamics and European integration. Higher education dynamics, vol 19 (pp. 25-54). Springer. https://doi.org/10.1007/978-1-4020-5971-1_2 Paintsil, R. (2016). Balancing internal and external quality assurance dynamics in higher education institutions: A case study of University of Ghana. [Doctoral dissertation, Institute for Educational Research Faculty of Education, Universitetet I Oslo]. Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage. QAA (The Quality Assurance Agency for Higher Education). (2023). QAA publishes definition of quality for policymakers. https://www.qaa.ac.uk/news-events/news/qaa-publishes-definition-of-quality-for-policymakers# Quality Assurance Council (2022). Audit manual third audit cycle. Hong Kong. https://www.ugc.edu.hk/doc/eng/qac/manual/auditmanual3.pdf Rosa, M. J., Cardoso, S., Dias, D., & Amaral, A. (2011). The EUA institutional evaluation programme: An account of institutional best practices. Quality in Higher Education, 17(3), 369-386. https://doi.org/10.1080/13538322.2011.625207 Rosa, M. J., & Teixeira, P. (2014). Policy reforms, trojan horses, and imaginary friends: The role of external stakeholders in internal quality assurance systems. Higher Education Policy, 27(2), 219-237. https://doi.org/10.1057/hep.2013.20 Ryan, T. (2015). Quality assurance in higher education: A review of literature. Higher Learning Research Communications, 5 (4). Saaty, T. L. (2008). Decision making with the analytic hierarchy process. International Journal of Services Sciences, 1(1), 83-98. Saffie, N. A. M., Shukor, N. M., & Rasmani, K. A. (2016). Fuzzy Delphi method: Issues and challenges. 2016 International Conference on Logistics, Informatics and Service Sciences (LISS), 1-7. https://doi: 10.1109/LISS.2016.7854490. Sanchez-Puchol, F., Pastor-Collado, J. A., & Casanovas, J. (2018, August 30-31). What is that Thing Called Internal Quality Assurance System? [Paper presentation]. Excellence in Services 21th International Conference, Le Cnam, Paris, France. p. 593-612. Santos, I. M., & Dias, G. (2017). A comprehensive internal quality assurance system at university of Minho. The International journal of quality & reliability management, 34(2), 278-294. Sanyal, B. C., & Martin, M. (2007). Quality assurance and the role of accreditation: An overview. In Global University Network for Innovation (Ed.), Higher education in the world 2007: Accreditation for quality assurance: What is at stake? (pp. 3-17). Palgrave Macmillan. Schmuck, R. (2021). Comparison of the ESG guidelines used in the European higher education sector with the principles of the ISO 9001:2015 quality management standard. Quality - Access to Success, 22(181), 87-92. Sharvashidze, G., Grdzelidze, I., Sikharulidze, D., & Gabrichidze, T. (2023). Data-driven analysis for evidence-based decision making at universities: benchmarking, software tools and weighted indicators in quality assurance – analytical framework of Tbilisi State University. Quality in Higher Education, 29(1), 42-59. https://doi.org/10.1080/13538322.2022.2122107 Smeby, J.-C., & Stensaker, B. (1999). National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs? Higher Education Policy, 12(1), 3-14. https://doi.org/10.1016/S0952-8733(98)00027-0 Stensaker, B. (2007) Quality as fashion. Exploring the translation of a management idea in higher education In D. F. Westerheijden, B. Stensaker & M. J. Rosa (Eds.) Quality assurance in higher education: trends in regulation, translation and transformation (pp.99-118). Springer. https://doi.org/10.1007/978-1-4020-6012-0_4 Stensaker, B. (2014). European trends in quality assurance: New agendas beyond the search for convergence? In Rosa, M. J. & Amaral, A. (Eds.), Quality assurance in higher education (pp. 135–148). Palgrave MacMillan. Stensaker, B., Langfeldt, L., Harvey, L., Huisman, J. & Westerheijden, D.(2011). An in-depth study on the impact of external quality assurance. Assessment & Evaluation in Higher Education, 36(4), 465–78. https://doi.org/10.1080/02602930903432074 Stensaker, B, Westerheijden, D. F & Rosa, M. J. (2007) Conclusions and further challenges. In D. F. Westerheijden, B. Stensaker & M. J. Rosa (Eds.), Quality Assurance in Higher Education: trends in regulation, translation and transformation. Springer. Teistler, N. (2021). Development of an instrument to assess pre-service teachers’ attitudes on person-centered behavior toward students (APBS): Gathering validity evidence based on test content. International Journal of Educational Research, 110, 101878. Tertiary Education Quality and Standards Agency (TEQSA). (2021). Contextual overview of the HES Framework 2021. Retrieved Sep 1, 2023, from https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/contexual-overview Tertiary Education Quality and Standards Agency (TEQSA). (2022). TEQSA annual report 2021–22. Retrieved Aug 17, 2023, from https://www.transparency.gov.au/annual-reports/tertiary-education-quality-and-standards-agency/reporting-year/2021-22 Tavares, O., Cardoso, S., & Sin, C. (2014). Mapping Portuguese institutional policies on access against the European standards and guidelines. In, J. Branković, M. Klemenčić, P. Lažetić, P. Zgaga (Eds.) Global challenges, local responses in higher education. Higher education research in the 21st century series (pp. 229-243). Brill. https://doi.org/10.1007/978-94-6209-581-6_12 UNESCO (United Nations Education, Scientific and Cultural Organization). (2013). Quality Assurance in Higher Education. https://unesdoc.unesco.org/ark:/48223/pf0000222126 van Vught, F. A. (Ed.). (1989). Government strategies and innovation in higher education. Jessica Kingsley Press. van Vught, F. A., & de Boer, H. (2015). Governance models and policy instruments. In J. Huisman, H. de Boer, D.D. Dill, M. Souto-Otero (Eds.), The Palgrave international handbook of higher education policy and governance. Palgrave Macmillan. https://doi.org/10.1007/978-1-137-45617-5_3 Veresiu, S., Mereuta, E., Rus, M. A., Ganea, D., & Amortila, V. (2019). Comparative study based on quality indicators of academic activities. Proceedings of International Conference on Research in Education and Science, 13, 155-159. Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000134621 Vroeijenstijn, T. I. (1990). Autonomy and assurance of quality: Two sides of one coin. Higher Education Research & Development, 9(1), 21-38. https://doi.org/10.1080/0729436900090103 Westerheijden, D. F. (2007). The changing concepts of quality in the assessment of study programmes, teaching and learning. In P. Maassen (Ed.), Quality assessment for higher education (pp. 5–16). Portland Press. Westerheijden, D. F. (2008). Who rules research commands the university: A comparison of research assessment schemes in the United Kingdom and in the Netherlands. Evaluation in Higher Education, 2, 1–34. Westerheijden, D. F., Hulpiau, V. & Waeytens, K. (2007). From design and implementation to impact of quality assurance: An overview of some studies into what impacts improvement. Tertiary Education and Management, 13(4), 295–312. Westerheijden, D. F., & Kohoutek, J. (2014). Implementation and translation: From European standards and guidelines for quality assurance to education quality work in higher education institutions. In H. Eggins (Ed.), Drivers and barriers to achieving quality in higher education (pp. 1-12). Sense Publishers. https://doi.org/10.1007/978-94-6209-494-9_1 Westerheijden, D. F., Stensaker, B., Rosa, M. J., & Corbett, A. (2014). Next generations, catwalks, random walks and arms races: Conceptualising the development of quality assurance schemes. European Journal of Education, 49(3), 421-434. https://doi.org/10.1111/ejed.12071 Yirdaw, A. (2016). Quality of education in private higher institutions in Ethiopia: The role of governance. SAGE Open, 6(1). https://doi.org/10.1177/2158244015624950 Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11, 49-54. https://doi.org/10.21315/eimj2019.11.2.6 描述 博士
國立政治大學
教育學系
109152510資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152510 資料類型 thesis dc.contributor.advisor 湯志民 zh_TW dc.contributor.advisor Tang, Chih-Min en_US dc.contributor.author (Authors) 趙淑梅 zh_TW dc.contributor.author (Authors) Chao, Shu-Mei en_US dc.creator (作者) 趙淑梅 zh_TW dc.creator (作者) Chao, Shu-Mei en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 14:19:58 (UTC+8) - dc.date.available 4-Sep-2024 14:19:58 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 14:19:58 (UTC+8) - dc.identifier (Other Identifiers) G0109152510 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153214 - 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) 109152510 zh_TW dc.description.abstract (摘要) 本研究旨在建構案例大學自主辦理系所品質保證指標及權重體系，首先以案例大學自辦系所品保指標為基礎，依據文獻探討之結果初擬出大學自主辦理系所品質保證指標，其次，邀請7位學者專家進行指標的適切性評估。透過模糊德懷術整合14位專家的意見，最終建構了適用案例大學自主辦理系所品質保證指標及其權重，發展一套適切性之評鑑工具。 本研究問題有三：1.適用於案例大學自主辦理系所品質保證之指標為何？2.案例大學自主辦理系所品質保證之指標權重為何？3.未來高等教育及案例大學實施品質保證後續改進的方向為何？ 本研究之實證結果如下： 一、大學自主辦理系所品質保證指標包含「單位治理」、「教師發展」、「學生學習」、「國際化」、「社會影響力」5項主構面，17項次構面及33項指標； 二、大學自主辦理系所品質保證指標主構面以「學生學習」最重要，「單位治理」次之，「教師發展」再次之，餘為「社會影響力」及「國際化」； 三、大學自主辦理系所品質保證之次構面以「課程規劃」最重要，「學習成效」次之，「學習狀況」再次之； 四、大學自主辦理系所品質保證之指標以「系所發展符合社會需求及當代領域發展」最重要，「系所有明確合理的課程規劃及評估機制」次之，「系所提供充足且易於獲取的學習資源和學生支持」再次之； 最後，依據研究結果，提出具體建議，以供未來大學自主辦理系所品質保證之實務推動與研究的參考。 zh_TW dc.description.abstract (摘要) This study aims to construct a quality assurance indicator and weighting system for university program self-accreditation. Initially, existing quality assurance indicators for program self-accreditation at the specific university were utilized alongside findings from literature discussions to develop quality assurance indicators for program self-accreditation at the university. Subsequently, seven scholars and experts were invited to evaluate the appropriateness of the indicators. The opinions of 14 experts were then synthesized using the fuzzy Delphi method to establish the quality assurance indicators and their respective weights for the program self-accreditation of the relevant university. Furthermore, a set of suitable evaluation tools was devised. This study addresses three research questions: (1) Which indicators are relevant for quality assurance in higher education program self-accreditation? (2) What are the weights assigned to quality assurance indicators in higher education program self-accreditation? (3) What are the directions for enhancing quality assurance in higher education in the future? The conclusions of the study are as follows: 1. The quality assurance indicators for university program self-accreditation comprise five primary dimensions, 17 sub-dimensions, and 33 indicators. These dimensions include "Institution Governance," " Faculty Development," " Student Learning," " Internationalization," and " Social Impact." 2. The primary dimension of the quality assurance indicators for university program self-accreditation is "Student Learning." followed by " Institution Governance," "Faculty Development," "Internationalization," and "Social Impact." 3. The sub-dimensions of quality assurance for university program self-accreditation highlight "Curriculum Planning" as the most crucial, "Learning Outcomes" as the second most important, and "Learning Progress" as the third most important. 4. The indicators for quality assurance of university program self-accreditation are prioritized as follows: "The development of the department meets the needs of society and contemporary fields" is the most crucial indicator, followed by "The department has a clear and reasonable curriculum planning and evaluation mechanism," and "The department provides sufficient and accessible learning resources and student support." These research findings offer specific recommendations that can serve as a guide for the practical advancement and scholarly investigation of quality assurance in university program self-accreditation in the future. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的與待答問題 6 第三節 重要名詞釋義 7 第四節 研究方法與流程 9 第五節 研究範圍與限制 13 第二章 文獻探討 15 第一節 大學自主辦理系所品質保證意涵分析 15 第二節 高等教育品質保證相關理論 31 第三節 系所品質保證指標相關研究 48 第四節 大學自主辦理系所品質保證指標初步建構 78 第三章 研究設計與實施 91 第一節 研究架構 91 第二節 研究對象 93 第三節 研究工具 95 第四節 實施程序 96 第五節 資料處理 98 第四章 研究結果分析與討論 101 第一節 指標之適切性分析 101 第二節 指標及權重分析 128 第三節 綜合討論 139 第五章 結論與建議 151 第一節 結論 151 第二節 建議 154 參考文獻 159 附錄 177 附錄一 大學自主辦理系所品質保證指標建構調查問卷 177 附錄二 大學自主辦理系所品質保證指標調查問卷 191 zh_TW dc.format.extent 3338416 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109152510 en_US dc.subject (關鍵詞) 高等教育品質保證 zh_TW dc.subject (關鍵詞) 內部品質保證 zh_TW dc.subject (關鍵詞) 大學自主辦理系所品質保證 zh_TW dc.subject (關鍵詞) 大學系所品質保證指標 zh_TW dc.subject (關鍵詞) Quality Assurance in Higher Education en_US dc.subject (關鍵詞) Internal Quality Assurance en_US dc.subject (關鍵詞) Quality Assurance for University Program Self-Accreditation en_US dc.subject (關鍵詞) Quality Assurance Indicators for the University Program en_US dc.title (題名) 大學自主辦理系所品質保證指標建構之研究- 以某國立大學為例 zh_TW dc.title (題名) A Study on the Construction of Quality Assurance Indicators for the University Program Self-Accreditation- A Case Study for a National University en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 C大學（2020）。自辦品保機制實施計畫。 大學法（2019年12月11日）修正公布。 于承平（2015）。我國高等技術及職業教育品質保證指標之研究〔未出版之博士論文〕。國立臺灣師範大學。 王文俊、黃子寧（2021）。國立中央大學系所自辦品保實務—以校務發展特色融入系所自辦品保。評鑑雙月刊，90，17-23。 王少芸（2020）。高等教育創業教育指標建構與應用之研究─以臺灣U-start創新創業計畫為例。［未出版之博士論文］。國立政治大學。 王保進（2013）。自我評鑑潮流下反映辦學成效之評鑑項目設計。評鑑雙月刊，42，16-21。 江鴻鈞（2007）。國民小學校長領導能力評鑑指標與權重體系建構之研究。國立臺南大學教育經營與管理研究集刊，3，107-142。 池俊吉（2013）。自我評審制度下的外部品保角色—香港模式。評鑑雙月刊，43，12-16。 池俊吉（2018）。品質保證的國際趨勢：品質與資歷無國界。評鑑雙月刊，76，8-10。 沈佳虹（2013）。第二週期高等教育評鑑指標之探討-以音樂學門為主〔未出版之碩士論文〕。國立臺灣藝術大學。 社團法人中華民國管理科學學會（2024）。華文商管教育認證。https://www.management.org.tw/business.php 李春安（2023）。華文商管教育認證（ACCBE）與商管學院系所自我精進。評鑑雙月刊，106，36-39。https://www.airitilibrary.com/Article/Detail?DocID=a0000268-N202311110007-00010 吳思華（2023，6月3日）。高等教育的傳承與創新—品質精進 vs 典範翻轉［主題演講］。2023高等教育改革論壇，臺北市，臺灣。https://www.youtube.com/watch?v=SJiaVGdka5c 吳政達（1999）。國民小學教師評鑑指標體系建構［未出版之博士論文］。國立政治大學。 吳政達（2004）。教育政策分析-概念、方法與應用。高等教育。 吳政達（2005）。我國地方政府層級教育課責系統建構之評估：模糊德菲法之應用。教育與心理研究，28，645-665。 武佳瀅（2019）。新自由主義下的高等教育治理－以「我國大學評鑑制度」為例〔未出版之博士論文〕。國立臺灣師範大學。 林劭仁（2021）。高等教育品質保證的國際觀點與國內變革。臺灣教育評鑑月刊，10（1），82-88。 林劭仁、池俊吉（2019）。高等教育品質保證與校務研究。載於楊瑩（主編），各大學品質保證與校務研究（1-16頁）。高等教育。 林芳伃、楊燦、龔泉、侯永琪（2019）。全球高等教育趨勢及學術績效責任對品質保證之啟示。評鑑雙月刊，82，11-14。 林威克（2019）。臺灣地區科技大學系所評鑑影響因素之分析［未出版之博士論文］。中國文化大學。 林筠諺（2011）。教育學門系所評鑑指標體系建構之研究［未出版之博士論文］。國立政治大學。 周文智（2007）。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［未出版之博士論文］。國立彰化師範大學。 周華琪（2023）。國際品保新趨勢：INQAAHE「高等教育品質保證之國際標準與準則（ISG）」認證簡介。評鑑雙月刊，105，13-15。 周敦懿（2007）。我國高等教育餐旅學門評鑑指標建構之研究［未出版之博士論文］。國立臺灣師範大學。 高慧容（2022）。大學系所內部品質保證之個案研究［未出版之博士論文］。國立臺灣師範大學。 秦夢群、古雅瑄（2008）。認可制高教評鑑與評鑑結果處置之爭議。教育研究月刊，174，90-101。 秦夢群、陳遵行（2012）。臺灣高等教育評鑑制度與實施之分析研究。教育資料與研究，106，105-142。 馬扶風（2018）。我國與澳洲高等教育品質保證制度之比較研究［未出版之博士論文］。國立暨南國際大學。 財團法人高等教育評鑑中心基金會（2020）。大專校院自辦品質保證認定實施計畫。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023a）。評鑑結果。2023年9月10日，取自 http://www.heeact.edu.tw/1151/1194/2785/ 財團法人高等教育評鑑中心基金會（2023b）。第三週期大學校院校務評鑑評鑑實務手冊。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023c）。大學校院師資培育評鑑實施計畫。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2023d）。第三週期大學校院校務評鑑評鑑實施計畫（112-114年）。財團法人高等教育評鑑中心基金會。 財團法人高等教育評鑑中心基金會（2024）。大專校院委託辦理品質保證認可實施計畫-114年度。財團法人高等教育評鑑中心基金會。 徐怡華、詹景怡（2021）。國立臺南藝術大學自辦系所品保之經驗分享。評鑑雙月刊，90，29-34。 許育萍（2022）。書評：評《高等教育的優質工作：組織與教育學層面》。教育評究集刊，68（2），117-126。 許品鵑（2020）。2020高等教育論壇──臺灣高等教育品質保證的蛻變與發展紀實。評鑑雙月刊，88，33-36。 張琬翔、尹玫君（2013）。以學習策略觀點建構科學教育網站評鑑指標之研究。當代教育研究季刊，22（2），47-97。 張壹婷（2013）。教育學門研究評鑑指標建構之研究［未出版之碩士論文］。臺北市立教育大學。 張煜權（2014）。應用模糊德爾菲法評估海岸生態旅遊指標。農業工程學報60（2），10-20。 教育部補助大專校院自主辦理系所品質保證要點（2018年1月4日）。 教育部試辦認定大學校院自我評鑑結果審查作業原則（2012年07月17日）。 教育部試辦認定大學校院自我評鑑機制及結果審查作業原則（2013年10月31日）。 教育部認定大學校院自我評鑑機制及結果審查作業原則（2016年10月6日）。 郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。陳大中（2003）。民用航空飛航安全績效之檢測評估［未出版之碩士論文］。國立交通大學。 陳宏彰（2019）。大學內部品質保證的發展與挑戰：外部品質保證的回應。評鑑雙月刊，82，15-18。https://www.airitilibrary.com/Article/Detail?DocID=a0000268-201911-201911220008-201911220008-15-18 陳梅娥（2003）。模糊德菲術在國小校長評鑑指標系統建構之研究［未出版之碩士論文］。淡江大學。 陳慧蓉、蘇錦麗（2014）。績效責任與大學自主間的平衡—我國大學自辦評鑑之比較性研究。評鑑雙月刊，50，52-55。 湯家偉（2016）。從大學系所評鑑指標之設定論系所發展持續自我改善能力之可能與限制。臺灣教育評論月刊，5（3），21-24。 黃瑞廷（2013）。大學自我評鑑指標建構之研究［未出版之碩士論文］。臺北市立教育大學。 黃義良（2013）。技職院校幼兒保育系品牌評估指標之建構。新竹教育大學教育學報，30（1），101-137。https://doi.org/10.3966/199679772013063001004 楊瑩（2010）。兩岸四地高等教育評鑑制度。高等教育出版社。 楊瑩（2011）。歐洲高等教育品質保證協會（ENQA）推動的品保機構外部檢視。評鑑雙月刊，33，50-58。https://doi.org/10.6445/EB.201109.0050. 楊瑩、余曉雯、莊小萍、黃照耘（2008）。歐盟高等教育品質保證制度。高等教育出版社。 詹志禹（2016）。被績效綁架的教育。親子天下，77，98‐99。 廖全文（1990）。高等教育系統工程。廈門大學出版社。 趙淑梅、吳承翰、倪鳴香（2021）。國立政治大學自辦系所品保實施經驗。評鑑雙月刊，90，12-16。 劉秀曦（2013）。高等教育政策工具之探析：大學評鑑結果與政府經費分配之連結。教育研究與發展期刊，9（3），31-58。https://doi.org/10.3966/181665042013090903002。 蕭綺蓉（2003）。教育民營化發展趨勢及其在我國中小學實施之可行性研究［未出版之碩士論文］。淡江大學。 戴曉霞（2001）。全球化及國家/市場關係之轉變：高等教育市場化之脈絡分析。教育研究集刊，47，301-328。 簡仕欣（2022）。臺灣高等教育機構創業教育成效指標建構之研究［未出版之博士論文］。國立政治大學。 譚克平（2008）。極端值判斷方法簡介。臺東大學教育學報，19（1），131-150。 貳、英文部分 Agasisti, T., Barbato, G., Dal Molin, M., & Turri, M. (2017). Internal quality assurance in universities: does NPM matter? Studies in Higher Education, 44(6), 960–977. https://doi.org/10.1080/03075079.2017.1405252 Alhamad, B. (2019). Balancing national and international accreditation requirements to achieve national strategic trends: A case study: University of Bahrain. In D. F. Staub (Ed.), Quality assurance and accreditation in foreign language education: Global issues, models, and best practices from the Middle East and Turkey (pp. 21-36). Springer International Publishing. Alharbi, M. G., & Khalifa, H. A. E.-W. (2021). Enhanced Fuzzy Delphi method in forecasting and decision-making. Advances in Fuzzy Systems, 2021, 2459573, 6 pages. https://doi.org/10.1155/2021/2459573 Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill. Amaral, A., & Teixeira, P. (2016). An economic view of higher education theory. In R. Barnett, P. Temple, & P. Scott (Eds.), Valuing higher education: An appreciation of the work of Gareth Williams (pp.23–41). UCL IOE Press. ASEAN University Network. (2013). The document of AUN-QA assessor training workshop. Bieker, R. (2014a). Does AACSB accreditation provide quality assurance and foster quality improvement for limited resource business schools whose missions are primarily teaching? The International Journal of Management Education, 12, 283–292. https://doi.org/10.1016/j.ijme.2014.09.003 Bieker, R. (2014b). The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Journal of Applied Research in Higher Education, 6(2), 358-374. https://doi.org/10.1108/JARHE-06-2013-0024 Brennan, J. (2010). Burton Clark's the higher education system: Academic organization in cross-national perspective. London Review of Education, 8(3), 229–237. https://doi.org/10.1080/14748460.2010.515122 Braun, E., Weiß, T., & Seidel, T. (2014). Lernumwelten in der hochschule. In T. Seidel & A. Krapp (Hrsg.) (Eds.), Pädagogische psychologie (pp. 433-453). Weinheim. Cardoso, S., Rosa, M. J., & Stensaker, B. (2016). Why is quality in higher education institutions is not achieved? The view of academics. Assessment and Evaluation in Higher Education, 41(6), 950-965. https://doi.org/10.1080/02602938.2015.1052775 Cardoso, S., Rosa, M. J., Videira, P., & Amaral, A. (2019). Internal quality assurance: A new culture or added bureaucracy? Assessment & Evaluation in Higher Education, 44(2), 249-262. https://doi.org/10.1080/02602938.2018.1494818 Central European University. (2016). Quality assurance in higher education: A practical handbook. Hungary. CHEA (Council for Higher Education Accreditation). (2001). Accreditation and quality assurance glossary. Retrieved fromhttps://www.chea.org/sites/default/files/pdf/Accreditation%20and%20Quality%20Assurance%20Glossary.pdf CHEA (Council for Higher Education Accreditation). (2023). Accreditation & recognition. Retrieved from https://www.chea.org/about-accreditation. Chen, K. H.-J., & Hou, A. Y.-C. (2016). Adopting self-accreditation in response to the diversity of higher education: Quality assurance in Taiwan and its impact on institutions. Asia Pacific Education Review, 17(1), 1–11. https://doi.org/10.1007/s12564-016-9415-z Chen, S. J., & Hwang, C. L. (1992). Fuzzy multiple attribute decision making method and application. Springer-Verlag. Chmielecka, E. (2014). Academic values and the procedures of quality assurance. In Eggins, H. (Ed.), Drivers and barriers to achieving quality in higher education. Sense Publishers. https://doi.org/10.1007/978-94-6209-494-9_4 Ciptono, A., Setiyono, S., Nurhidayati, F., & Vikaliana, R. (2019). Fuzzy Delphi method in education: A mapping. Journal of Physics: Conference Series, 1360(1), 012029. https://doi.org/10.1088/1742-6596/1360/1/012029 Cirlan, E. (2020, Aug 18). The ESG in the changing landscape of higher education - The purpose of quality assurance and the ESG.Policy Commons. Retrieved from Apr 17, 2024, from https://policycommons.net/artifacts/2609065/the-esg-in-the-changing-landscape-of-higher-education/3631581/ Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspectives. University of California Press. Clark, B. R. (2004). Delineating the character of the entrepreneurial university. Higher Education Policy, 17, 355-370. de Boer, H., Bergstra, A., & Kostons, D. (2012). Effective strategies for self-regulated learning: A meta-analysis. Groningen: GION onderzoek/onderwijs. de Boer, H., & Goedegebuure, L. (2009). The Changing nature of the academic deanship. Leadership, 5(3), 347-364. https://doi.org/10.1177/1742715009337765 de Boer, H. & Stensaker, B. (2007). An internal representative system: The democratic vision. In P. Maassen & J. P. Olsen (Eds.) University dynamics and European Integration (pp. 99-118). Springer. https://doi.org/10.1007/978-1-4020-5971-1_5 Dao, K., & Hayden, M. (2019). Vietnam’s progress with policies on university governance, management and quality assurance. In N. T. Nguyen, & L. T. Tran. (Eds.), Reforming Vietnamese higher education (pp. 37-50). Springer. https://doi.org/10.1007/978-981-13-8918-4_3 Donadelli, F. (2020). The 'regulatory state' in higher education: Assuring quality through new modalities of control in Brazil. Bulletin of Latin American Research, 40(4), 487-500. Duarte, N.; & Vardasca, R. (2023). Literature review of accreditation systems in higher education. Education Sciences, 13(6), 582. https://doi.org/10.3390/educsci13060582 Dubois, D., & Prade, H. (1980) Fuzzy sets and systems: Theory and applications. Academic Press. Elken, M., & Stensaker, B. (2018). Conceptualising “quality work” in higher education. Quality in Higher Education, 24(3), 189-202. https://doi.org/10.1080/13538322.2018.1554782 Elken, M. & Stensaker, B. (2022). Bounded innovation or agency drift? Developments in European higher education quality assurance. Assessment & Evaluation in Higher Education, 48(3), 321-332, https://doi.org/10.1080/02602938.2022.2078476 ENQA, ESU, EUA, EURASHE, EI, BUSINESSEUROPE, & EQAR. (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium. EURASHE. https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf Ferreira, D. S., Teixeira, E., Brown, D. O., Koch, R., Monteiro, W. F., Santos, E. D., & Oliveira, M. M. C. (2020). Content validation of an educational technology about men’s health. Revista Baiana de Enfermagem, 4(1), e36344. Franceschini, F., Galetto, M., & Maisano, D. (2019). Properties of indicators. In F. Franceschini, M. Galetto, & D. Maisano (Eds.), Designing Performance Measurement Systems (pp.85-131). Springer. https://doi.org/10.1007/978-3-030-01192-5_4 Kaiser, F., Melo, A. I., & Hou, A. Y.-C. (2022). Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia, European. Journal of Higher Education, 12, sup1, 391-415. https://doi.org/10.1080/21568235.2022.2094816 Garcı´a-Aracil, A., & Palomares-Montero, D. (2010). Examining benchmark indicator systems for the evaluation of higher education institutions. High Education, 60(2), 217-234. Ghaffar, F. A. & Abrizah , A. (2017). Quality assurance and quality culture at a public higher education institution: A view from within. In Neubauer, D., & Gomes, C. (Eds.), Quality assurance in Asia-Pacific Universities. International and development education (pp. 121-133). Palgrave Macmillan. https://doi.org/ 10.1007/978-3-319-46109-0_8 Graham, M. A., Angolo, T. T. N., & Combrinck, C. (2023). Internal quality assurance systems in Namibian higher education: Stakeholder perceptions and guidelines for enhancing the system. International Conference on Higher Education Advances. Green, D. (1994). What is quality in higher education? Open University Press. Halford, E., & Wells, M. (2023, Feb 13). The implications of not having an independent designated quality body– and lessons from abroad. HEPI. https://www.hepi.ac.uk/2023/02/13/what-next-for-quality-assurance-in-england-the-implications-of-not-having-an-independent-designated-quality-body-and-lessons-from-abroad%EF%BF%BC/ Harvey, L. (2014). Analytic quality glossary, quality research INTERNATIONAL. Retrieved Jan 15, 2023, from http://www.qualityresearchinternational.com/glossary/ Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34. Harvey, L., & Newton, J. (2007). Transforming Quality Evaluation: Moving On. In, D. F. Westerheijden, B. Stensaker, M .J. Rosa (Eds.), Quality assurance in higher education. Higher education dynamics, vol 20. (pp. 225-245). Springer. https://doi.org/10.1007/978-1-4020-6012-0_9 Harvey, L., & Stensaker, B. (2008). Quality culture: Understandings, boundaries and linkages. European Journal of Education, 43, 427-442. https://doi.org/10.1111/j.1465-3435.2008.00367.x Harvey, L. & Stensaker, B. (2022). Researching quality assurance: Accomplishments and future agendas. In J. Huisman & M. C. van der Wende (Eds.), A research agenda for global higher education (pp. 81–95). Edward Elgar. Hong Kong Council for Accreditation of Academic and Vocational Qualifications (2022). HKCAAVQ 2021-22 Annual report. Hong Kong. Hou, A. Y.-C., Guo, C. Y., Chen, K. H. J., Hill, C., Lin, S. R., Chih, J. C. C., & Chou, H. C. (2018). The implementation of self-accreditation policy in Taiwan higher education and its challenges to university internal quality assurance capacity building. Quality in Higher Education, 24(3), 238–259. https://doi.org/10.1080/13538322.2018.1553496 Hou, A. Y.-C., Guo, C. Y., Tsai, S., & Castillo, D. R. J. (2020). A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: policy change, governance models, emerging roles. Quality in Higher Education, 26(3), 284-306. https://doi.org/10.1080/13538322.2020.1778613 Hou, A. Y.-C., Hill, C., Guo, C. Y., Tsai, S., & Justiniano Castillo, D. R. (2020). A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: policy change, governance models, emerging roles. Quality in Higher Education, 26(3), 284–306. https://doi.org/10.1080/13538322.2020.1778613 Hou, A. Y.-C., Ince, M., Tasi, S., & Chiang, C. L. (2015). Quality assurance of quality assurance agencies from an Asian perspective: Regulation, autonomy and accountability. Asia Pacific Education Review, 16, 95–106. Hou, A. Y.-C., Hill, C., Lin, A. F.-Y., & Justiniano, D. (2022). The battle for legitimacy of ‘student involvement’ in external quality assurance of higher education from Asian QA perspectives – does policy contextualization matter? Journal of Asian Public Policy, 1-19. https://doi.org/10.1080/17516234.2022.2092385 Hou, A. Y.-C., Tao, C. H., Zhou, K. Z.-W, Lin, A. F. Y., Su, E. H. C., & Chen, Y. (2024). Evolution of quality assurance in higher education from INQAAHE GGP to ISGs : Are quality assurance agencies in Asia ready to the emerging modules? Journal of International Cooperation in Education, 13(1),78-94. https://doi.org/10.1108/JICE-09-2023-0022 Hou, A. Y.-C., Tsui, W. H., & Chen, K. H J. (2017). Development of the self-accrediting system in Taiwan and its impact on higher education institutions: A Case study of Fu Jen Catholic University. In Neubauer, D., & Gomes, C. (Eds.), Quality assurance in Asia-Pacific Universities. International and Development Education (pp. 21-36). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-46109-0_2 Hou, A. Y.-C., Zhang, J., Justiniano, D., Lu, G., & Jun, G. (2020). Internal and external quality assurance of higher education in the Asia-Pacific region. In S. Karakhanyan & B. Stensaker (Eds.), Global trends in higher education quality assurance (pp. 168-224). Brill Sense. Hsu, C. C., & Sandford, B.A. (2007). The Delphi technique: Making sense of consensus. practical assessment, Research & Evaluation, 12(10), 1-8. Hsu, Y., Lee, C., & Kreng, V. B. (2010). The application of fuzzy Delphi method and fuzzy AHP in lubricant regenerative technology selection. Expert Systems with Applications, 37, 419–425. Hsu, Y. P. (2023). Developing quality culture in higher education in Taiwan: The changes within quality assurance mechanisms. Studies in Higher Education, 48(11), 1741-1753. https://doi.org/10.1080/03075079.2023.2212270 Hsueh, S., & Huang, C. (2014). Using fuzzy multi-criteria assessment model for evaluating student’s core competencies—a view of cultural and creative design education. International Journal of Engineering Education, 30, 276-282. INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (2022). International standards and guidelines for quality assurance in tertiary education. https://www.inqaahe.org/sites/default/files/INQAAHE-International-Standardsand-Guidelines-ISG.pdf INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (n.d.). Assurance. Analytic Quality Glossary, quality research INTERNATIONAL. http://www.qualityresearchinternational.com/glossary/#assurance INQAAHE (International Network for Quality Assurance Agencies in Higher Education). (n.d.). Self-accreditation. Analytic Quality Glossary, quality research INTERNATIONAL. http://www.qualityresearchinternational.com/glossary/selfaccreditation.htm. Ito, H., Takeuchi, S., Yokoyama, K., Makita, Y. and Ishii, M. (2024), Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japan, International Journal of Educational Management, 38(3), 769-785. https://doi.org/10.1108/IJEM-05-2023-0258 Jarvis, D. S. L. (2014). Regulating higher education: quality assurance and neo-liberal managerialism in higher education—a critical introduction. Policy and Society, 33(3), 155–66. Jessop, T., McNab, N., & Gubby, L. (2012). Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education, 13(2), 143-154. https://doi.org/10.1177/1469787412441285 Juanatey, A. G., Jordana, J., Durán, I. P., & Royo, D. S. (2021) Independence, accountability and responsibilities of quality assurance agencies in higher education: European and Latin American countries compared. European Journal of Higher Education, 11(2), 175-196. https://10.1080/21568235.2020.1850309 Kabadayi, S., & Jason-DiBartolo, G. (2021). An exploratory study of how business schools approach AACSB’s societal impact standards. Journal of Education for Business, 97(8), 521–530. https://doi.org/10.1080/08832323.2021.1997885 Kayyali, M. (2023). An overview of quality assurance in higher education: concepts and frameworks. International Journal of Management, Sciences, Innovation, and Technology (IJMSIT), 4(2), 1-4. https://ssrn.com/abstract=4497492 Kinser, K. (2011). Multinational quality assurance. New Directions for Higher Education, 155, 53–64. https://doi.org/10.1002/he.444 Kohoutek, J. (2014). European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic. Assessment & Evaluation in Higher Education, 39 (3), 310–325. https://doi.org/10.1080/02602938.2013.830694 Kohoutek, J., & Westerheijden, D. F. (2014). Opening up the black box: Drivers and barriers in institutional implementation of the European standards and guidelines. In H. Eggins (Eds.), Drivers and barriers to achieving quality in higher education (pp.167-175). Rotterdam. https://doi.org/10.1007/978-94-6209-494-9_13 Krooi, M., Whittingham, J., & Beausaert, S. (2024). Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review. Studies in Educational Evaluation, 82, 101360. https://doi.org/https://doi.org/10.1016/j.stueduc.2024.101360 Lee, L. S., Wei, Y. S. & Wang, L. Y. (2013, Apr 8-11). Higher Education Institutional and Program Evaluations in Taiwan and the Emerging Roles of Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) [Paper presentation]. Higher Education (INQAAHE) 2013 conference, Taipei, Taiwan. Linstone, H. A., & Turoff, M. (Eds.). (2002). The Delphi method: Techniques and applications (Vol. 29). Addison-Wesley. Malaysia Qualification Agency (MQA). (2023). Self-accreditation. Retrieved Aug 19, 2023, from http://www.mqa.gov.my/ Malaysian Qualifications Agency Act 2007 (Act 679). Manatos, M. J., Sarrico, C. S., & Rosa, M. J. (2017). An integrated approach to quality management. The TQM Journal. 29(2), 342- 356. https://doi.org/10.1108/TQM-01-2016-0009 Martin, M., & Stella, A. (2007). External quality assurance in higher education: Making choices. UNESCO. Martin, M., & Antony Stella. (2007). External quality assurance in higher education: making choices. UNESCO. Retrieved Oct 21, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000152045/PDF/152045eng.pdf.multi Martínez, J., & Dopheide, E. (2014). Indicators: from Counting to Communicating. Journal for Education in the Built Environment, 9(1), 1-19. https://doi.org/10.11120/jebe.2014.00009 Matear, S. (2018, Nov 20-22). Evolving Quality [Paper presentation]. The 10th Higher Education Conference on Innovation and Developments in Teaching and Learning Quality Assurance, Macao Polytechnic Institute, Macao, China. Mavil, M. A. (2013). The internal quality assurance as an instrument for the integration and improving of higher education: Analysis of best practices in the European Union and Latin America. Universitat Autònoma de Barcelona. Miles, M.P., Franklin, G.M., Grimmer, M. and Heriot, K.C. (2015), An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards, Journal of International Education in Business, 8 (1), 2-17. https://doi.org/10.1108/JIEB-02-2014-0009 Nazari-Shirkouhi, S.; Mousakhani, S.; Tavakoli, M.; Dalvand, M.R.; Šaparauskas, J.; & Antuchevicˇiene˙, J. (2020). Importance-performance analysis based balanced scorecard for performance evaluation in higher education institutions: An integrated fuzzy approach. Journal of Business Economics and Management, 21(3), 647–678. https://doi.org/ 10.3846/jbem.2020.11940 Newton, J. (2002). Views from below: Academics coping with quality. Quality in Higher Education, 8(1), 39–61. https://doi.org/10.1080/13538320220127434 Okulova, O., & Shakina, E. (2021). Is there value in international accreditation beyond quality? An empirical analysis of the AACSB accredited schools. Higher Education Quarterly. 2021; 76: 612–625. https://doi.org/10.1111/hequ.12331 Olsen, J. P. (2007). Institutional dynamics and European Universities University.In P. Maassen, J. Olsen (Eds.) University dynamics and European integration. Higher education dynamics, vol 19 (pp. 25-54). Springer. https://doi.org/10.1007/978-1-4020-5971-1_2 Paintsil, R. (2016). Balancing internal and external quality assurance dynamics in higher education institutions: A case study of University of Ghana. [Doctoral dissertation, Institute for Educational Research Faculty of Education, Universitetet I Oslo]. Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage. QAA (The Quality Assurance Agency for Higher Education). (2023). QAA publishes definition of quality for policymakers. https://www.qaa.ac.uk/news-events/news/qaa-publishes-definition-of-quality-for-policymakers# Quality Assurance Council (2022). Audit manual third audit cycle. Hong Kong. https://www.ugc.edu.hk/doc/eng/qac/manual/auditmanual3.pdf Rosa, M. J., Cardoso, S., Dias, D., & Amaral, A. (2011). The EUA institutional evaluation programme: An account of institutional best practices. Quality in Higher Education, 17(3), 369-386. https://doi.org/10.1080/13538322.2011.625207 Rosa, M. J., & Teixeira, P. (2014). Policy reforms, trojan horses, and imaginary friends: The role of external stakeholders in internal quality assurance systems. Higher Education Policy, 27(2), 219-237. https://doi.org/10.1057/hep.2013.20 Ryan, T. (2015). Quality assurance in higher education: A review of literature. Higher Learning Research Communications, 5 (4). Saaty, T. L. (2008). Decision making with the analytic hierarchy process. International Journal of Services Sciences, 1(1), 83-98. Saffie, N. A. M., Shukor, N. M., & Rasmani, K. A. (2016). Fuzzy Delphi method: Issues and challenges. 2016 International Conference on Logistics, Informatics and Service Sciences (LISS), 1-7. https://doi: 10.1109/LISS.2016.7854490. Sanchez-Puchol, F., Pastor-Collado, J. A., & Casanovas, J. (2018, August 30-31). What is that Thing Called Internal Quality Assurance System? [Paper presentation]. Excellence in Services 21th International Conference, Le Cnam, Paris, France. p. 593-612. Santos, I. M., & Dias, G. (2017). A comprehensive internal quality assurance system at university of Minho. The International journal of quality & reliability management, 34(2), 278-294. Sanyal, B. C., & Martin, M. (2007). Quality assurance and the role of accreditation: An overview. In Global University Network for Innovation (Ed.), Higher education in the world 2007: Accreditation for quality assurance: What is at stake? (pp. 3-17). Palgrave Macmillan. Schmuck, R. (2021). Comparison of the ESG guidelines used in the European higher education sector with the principles of the ISO 9001:2015 quality management standard. Quality - Access to Success, 22(181), 87-92. Sharvashidze, G., Grdzelidze, I., Sikharulidze, D., & Gabrichidze, T. (2023). Data-driven analysis for evidence-based decision making at universities: benchmarking, software tools and weighted indicators in quality assurance – analytical framework of Tbilisi State University. Quality in Higher Education, 29(1), 42-59. https://doi.org/10.1080/13538322.2022.2122107 Smeby, J.-C., & Stensaker, B. (1999). National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs? Higher Education Policy, 12(1), 3-14. https://doi.org/10.1016/S0952-8733(98)00027-0 Stensaker, B. (2007) Quality as fashion. Exploring the translation of a management idea in higher education In D. F. Westerheijden, B. Stensaker & M. J. Rosa (Eds.) Quality assurance in higher education: trends in regulation, translation and transformation (pp.99-118). Springer. https://doi.org/10.1007/978-1-4020-6012-0_4 Stensaker, B. (2014). European trends in quality assurance: New agendas beyond the search for convergence? In Rosa, M. J. & Amaral, A. (Eds.), Quality assurance in higher education (pp. 135–148). Palgrave MacMillan. Stensaker, B., Langfeldt, L., Harvey, L., Huisman, J. & Westerheijden, D.(2011). An in-depth study on the impact of external quality assurance. Assessment & Evaluation in Higher Education, 36(4), 465–78. https://doi.org/10.1080/02602930903432074 Stensaker, B, Westerheijden, D. F & Rosa, M. J. (2007) Conclusions and further challenges. In D. F. Westerheijden, B. Stensaker & M. J. Rosa (Eds.), Quality Assurance in Higher Education: trends in regulation, translation and transformation. Springer. Teistler, N. (2021). Development of an instrument to assess pre-service teachers’ attitudes on person-centered behavior toward students (APBS): Gathering validity evidence based on test content. International Journal of Educational Research, 110, 101878. Tertiary Education Quality and Standards Agency (TEQSA). (2021). Contextual overview of the HES Framework 2021. Retrieved Sep 1, 2023, from https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/contexual-overview Tertiary Education Quality and Standards Agency (TEQSA). (2022). TEQSA annual report 2021–22. Retrieved Aug 17, 2023, from https://www.transparency.gov.au/annual-reports/tertiary-education-quality-and-standards-agency/reporting-year/2021-22 Tavares, O., Cardoso, S., & Sin, C. (2014). Mapping Portuguese institutional policies on access against the European standards and guidelines. In, J. Branković, M. Klemenčić, P. Lažetić, P. Zgaga (Eds.) Global challenges, local responses in higher education. Higher education research in the 21st century series (pp. 229-243). Brill. https://doi.org/10.1007/978-94-6209-581-6_12 UNESCO (United Nations Education, Scientific and Cultural Organization). (2013). Quality Assurance in Higher Education. https://unesdoc.unesco.org/ark:/48223/pf0000222126 van Vught, F. A. (Ed.). (1989). Government strategies and innovation in higher education. Jessica Kingsley Press. van Vught, F. A., & de Boer, H. (2015). Governance models and policy instruments. In J. Huisman, H. de Boer, D.D. Dill, M. Souto-Otero (Eds.), The Palgrave international handbook of higher education policy and governance. Palgrave Macmillan. https://doi.org/10.1007/978-1-137-45617-5_3 Veresiu, S., Mereuta, E., Rus, M. A., Ganea, D., & Amortila, V. (2019). Comparative study based on quality indicators of academic activities. Proceedings of International Conference on Research in Education and Science, 13, 155-159. Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000134621 Vroeijenstijn, T. I. (1990). Autonomy and assurance of quality: Two sides of one coin. Higher Education Research & Development, 9(1), 21-38. https://doi.org/10.1080/0729436900090103 Westerheijden, D. F. (2007). The changing concepts of quality in the assessment of study programmes, teaching and learning. In P. Maassen (Ed.), Quality assessment for higher education (pp. 5–16). Portland Press. Westerheijden, D. F. (2008). Who rules research commands the university: A comparison of research assessment schemes in the United Kingdom and in the Netherlands. Evaluation in Higher Education, 2, 1–34. Westerheijden, D. F., Hulpiau, V. & Waeytens, K. (2007). From design and implementation to impact of quality assurance: An overview of some studies into what impacts improvement. Tertiary Education and Management, 13(4), 295–312. Westerheijden, D. F., & Kohoutek, J. (2014). Implementation and translation: From European standards and guidelines for quality assurance to education quality work in higher education institutions. In H. Eggins (Ed.), Drivers and barriers to achieving quality in higher education (pp. 1-12). Sense Publishers. https://doi.org/10.1007/978-94-6209-494-9_1 Westerheijden, D. F., Stensaker, B., Rosa, M. J., & Corbett, A. (2014). Next generations, catwalks, random walks and arms races: Conceptualising the development of quality assurance schemes. European Journal of Education, 49(3), 421-434. https://doi.org/10.1111/ejed.12071 Yirdaw, A. (2016). Quality of education in private higher institutions in Ethiopia: The role of governance. SAGE Open, 6(1). https://doi.org/10.1177/2158244015624950 Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11, 49-54. https://doi.org/10.21315/eimj2019.11.2.6 zh_TW
