趙駿康. / "2002年7月" / 論文 (哲學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 144-158) / 附中英文摘要. / "2002 nian 7 yue" / Zhao Junkang. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (leaves 144-158) / Fu Zhong Ying wen zhai yao. / 論文摘要 --- p.I-III / 鳴謝 --- p.IV / Chapter 單元一 --- 引言部份 / Chapter 一 ´Ø一) --- 簡介「服務表現監察系統」的實施對福利界的意義 --- p.1-2 / Chapter 一 ´Ø二） --- 綜論及補充現存有關新機制實施的探討 --- p.2-7 / Chapter 一 ´Ø三) --- 研究問題及目標 --- p.7-8 / Chapter 一 ´Ø四） --- 全文組織架構 --- p.9-10 / Chapter 一 ´Ø五） --- 方法學及硏究設計 --- p.10-16 / Chapter 一 ´Ø六） --- 硏究期望帶來的貢獻 --- p.16 / Chapter 單元二 --- 文獻回顧與理論探討 / Chapter 二 ´Ø一） --- 「優質改革」及相關的管理技術 --- p.17-22 / Chapter 二 ´Ø二） --- 在非政府機構推行「優質管理」一一回應機構問責性問題與服 務執行者的專業危機 --- p.22-24 / Chapter 二 ´Ø三） --- 在受資助的社會服務機構發展優質管理之一般形式 --- p.24-26 / Chapter 二 ´Ø四） --- 在本地福利界推動優質管理改革一一服務表現監察系統的內 容、原理與機構管理 --- p.27-30 / Chapter 二 ´Ø五） --- 在受資助的非政府機構推行優質管理的爭議一一兩層次的問題 探討 --- p.30 / Chapter 二´Ø五一） --- 優質管理技術應用之問題及在組織運作上構成的影響 --- p.30-36 / Chapter 二´Ø五二） --- 優質管理理念弓丨用之問題及在組織價値規範上衍生的爭議 --- p.36-42 / Chapter 二´Ø五三） --- 優質管理改革的政治與它對福利系統的影響 --- p.42-47 / Chapter 二´Ø六） --- 分析架構 --- p.47-48 / Chapter 單元三 --- 優質管理改革的背景一一改革成因與施行時的客觀形勢 / Chapter 三´Ø 一） --- 殖民地政府、非政府機構與本港福利發展一一歷史回顧 --- p.49-56 / Chapter 三´Ø二） --- 新津助制度改革與服務表現監察系統冒起的成因 --- p.56-63 / Chapter 三´Ø三） --- 容永道顧問報告的重點與內在矛盾 --- p.63-68 / Chapter 三´Ø四） --- 金融風暴後以控縮福利開支的政策措施 --- p.68-70 / Chapter 三´Ø五） --- 財務控縮政策的後遺和對發展優質服務的影響 --- p.70-73 / Chapter 三´Ø六） --- 資源長期匱乏的福利服務營運環境 --- p.74 / Chapter 三´Ø七） --- 小結 --- p.74-75 / Chapter 單元四 --- 個案深究一一服務表現監察系統推動的管理改革在組織層次上產 生的影春與問題 / Chapter 四´Ø一） --- 背景資料簡介 --- p.76-79 / Chapter 四´Ø三） --- 服務表現監察系統實施下機構管理的初步蛻變和正面發展 --- p.79-81 / Chapter 四´Ø三） --- 服務表現監察系統實施衍生的問題和影響 --- p.81 / Chapter 四´Ø 三一） --- 標準、指標在測量與運用上的局限 --- p.81-83 / Chapter 四´Ø三二） --- 新管理技術對組織行爲之影響 --- p.83-89 / Chapter 四´Ø三三） --- 行政成本衍生的問題 --- p.89-92 / Chapter 四´Ø三四） --- 優質管理涉及的槪念爭議與價値衝突 --- p.92-96 / Chapter 四´Ø三五） --- 「以客爲本」哲學的實踐與限制 --- p.96-102 / Chapter 四.四） --- 小結及補充討論 --- p.102-104 / Chapter 單元五 --- 系統層面分析一一初探服務表現監察系統及相關之管理改革對福 利體制的影響 / Chapter 五´Ø 一） --- 「後殖國家」與新管理改革的政治 --- p.105-107 / Chapter 五´Ø二） --- 重整國家與非政府機構的關係角色 --- p.107-110 / Chapter 五´Ø三） --- 重塑專業人員的工作自主權與職能角色 --- p.110-113 / Chapter 五´Ø四） --- 重訂資源分配與服務營辦的遊戲規則 --- p.115 / Chapter 五´Ø五） --- 建構新管理權力的合法性基礎 --- p.115-117 / Chapter 五´Ø六） --- 小結 --- p.117-118 / Chapter 單元六 --- 結論部份 / Chapter 六´Ø 一） --- 全文總結與硏究發現 --- p.119-123 / Chapter 六´Ø二） --- 分析限制與進一步探究方向 --- p.123-125 / 各單元之註釋 / 單元一註釋 --- p.126-127 / 單元二註釋 --- p.128-130 / 單元三註釋 --- p.131-139 / 單元四註釋 --- p.140 / 單元五註釋 --- p.141-143 / 參考資料 --- p.144-158 / 附件 / 附件一：個案訪查之工作流程表 --- p.159 / 附件二 ：被訪者之背景簡介 --- p.160-162 / 附件三：服務質素標準 --- p.163-170 / 附件四：服務量標準 --- p.171 / 圖表 / 圖(二 ´Ø 一）表現測量的量度面向及量度的價値重心一一整合理念圖 --- p.19 / 圖(二 ´Ø 二）服務質素保証系統的運作關係圖 --- p.26 / 圖(二 ´Ø三）服務質素標準/服務表現監察系統整合架構圖解 --- p.29 / 表(三´Ø一）本港的公共開支、社會服務開支及福利開支之變化(81/82-90/91) --- p.59 / 表(三´Ø 二）香港社會服務開支佔公共開支的百分比(90/91-99/00) --- p.69 / 圖(三´Ø 一）86/87年度至94/95年度受資助服務單位數目的增長變化 --- p.60 / 圖(三´Ø 二) 86/87年度至94/95年度受資助機構僱員數目的增長變化 --- p.61 / 圖(三´Ø三)86/87年度至94/95年度福利服務資助開支的增長變化 --- p.62 / 表(四´Ø 一）被訪機構的背景資料 --- p.77 / 表(四´Ø 二）被訪者之基本資料 --- p.78

Thesis (M.H.A.)--University of Michigan, 1974.

Thesis (M.H.A.)--University of Michigan, 1974.

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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.

The purpose of the study is to explore the current policy and practice of the national and institutional QA system in public HEIs in Ethiopia in order to determine how the quality of teaching and learning might have been enhanced through the QA system. Two organisational theories – contingency and neo-institutional theory – provide a theoretical lens to explain how internal and external organisational environments affect the implementation of QA in the HEIs. The mixed-methods research approach was used in the study, including document analysis, semi-structured interviews and questionnaires. Three public universities were chosen as data source. At macro level, the HERQA was also included to examine the effect of the institutional environments on internal quality assurance practices. The findings revealed that there is little evidence of self-initiated quality enhancement activities in the public HEIs. They do not have adequate structures, systems, and written policies to assure quality. The quality assurance efforts were implemented without a clear sense of direction and purposes and therefore lacked effective coordination. The self-evaluations were symbolically took place at the higher levels of the universities and that the results of the evaluations were rarely used in a structured way in improvement of teaching-learning, faculty decision-making and planning processes. It is far from clear that whether the internal quality assurance contributed to the teaching and learning or transformed the student learning experience. It can be concluded that the HERQA’s quality assurance policy and practices seems to be de-coupled from internal initiatives to improve quality in the higher education institutions. It is recommended that HEIs should develop QA policy, mobilise resources for institutional quality improvement, establish full-fledged QA structures at all levels, and furnish the structures with necessary human resources. The HEIs should initiate and undertake effective self-assessment of their activities, own it and work towards achieving their own stated objectives. It is important that the HERQA should develop accreditation procedures, particularly at programme level, for the public HEIs. The HERQA should consider playing more active roles in communicating with HEIs regularly about QA; pay more attention to a follow-up of the audits, the punctual development and delivery of the SEDs. The HERQA should be more independent, have more autonomy and sufficient resources to become a viable professional agency informing the HE sector on the quality of its performance. / Educational Management and Leadership / D. Ed. (Education Management)

The purpose of the study is to explore the current policy and practice of the national and institutional QA system in public HEIs in Ethiopia in order to determine how the quality of teaching and learning might have been enhanced through the QA system. Two organisational theories – contingency and neo-institutional theory – provide a theoretical lens to explain how internal and external organisational environments affect the implementation of QA in the HEIs. The mixed-methods research approach was used in the study, including document analysis, semi-structured interviews and questionnaires. Three public universities were chosen as data source. At macro level, the HERQA was also included to examine the effect of the institutional environments on internal quality assurance practices. The findings revealed that there is little evidence of self-initiated quality enhancement activities in the public HEIs. They do not have adequate structures, systems, and written policies to assure quality. The quality assurance efforts were implemented without a clear sense of direction and purposes and therefore lacked effective coordination. The self-evaluations were symbolically took place at the higher levels of the universities and that the results of the evaluations were rarely used in a structured way in improvement of teaching-learning, faculty decision-making and planning processes. It is far from clear that whether the internal quality assurance contributed to the teaching and learning or transformed the student learning experience. It can be concluded that the HERQA’s quality assurance policy and practices seems to be de-coupled from internal initiatives to improve quality in the higher education institutions. It is recommended that HEIs should develop QA policy, mobilise resources for institutional quality improvement, establish full-fledged QA structures at all levels, and furnish the structures with necessary human resources. The HEIs should initiate and undertake effective self-assessment of their activities, own it and work towards achieving their own stated objectives. It is important that the HERQA should develop accreditation procedures, particularly at programme level, for the public HEIs. The HERQA should consider playing more active roles in communicating with HEIs regularly about QA; pay more attention to a follow-up of the audits, the punctual development and delivery of the SEDs. The HERQA should be more independent, have more autonomy and sufficient resources to become a viable professional agency informing the HE sector on the quality of its performance. / Educational Leadership and Management / D. Ed. (Education Management)

Published Article / Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).

Whilst a significant body of research exists related to quality assurance in UK higher education (HE), few questions appear to have been raised about the commonplace practice of validation or approval of degree courses. Overall, current research tends to focus on complications arising from the procedural effects of the process, rather than exploring ways that staff dealt with the demands of these systems. This study examined staff experiences of course approval within Allied Health Profession degree courses in a UK university. The research focused on how governance structures surrounding the regulation of health professionals and universities shaped the practice(s) of approval, alongside ways in which this experience affected staff. Influenced by the work of theorists in critical and social theory traditions, this indepth study adopted narrative inquiry. Purposive sampling was used to locate twelve participants and included academics, manager-academics, staff who worked in professional bodies and within teams supporting quality in HE. In order to examine the issues related to the approval process, data was collected through interview conversations, participants’ drawings and prose, along with documentary analysis. This research revealed the narrative of approval as complex and akin to a journey involving a series of challenges, contradictions and multiplicity of stakeholders. Interpretation of the data illustrated that those participating were both constituted by, and contributed to the nature of approval. In other words, rather than being docile recipients’ of policy, it was apparent that staff appeared to take various approaches to thinking, acting and relating. A sense of adopting a position (termed here as positional identities) emerged and influenced not only participants’ journey through the approval process, but also that of others, as well as the shape and nature of courses being approved. Four positional identities were identified, namely: the Governance Trustee, Professional Guardian, Enabling Strategist and Boundary Broker. Each of these positions was subsequently explored through an exploratory conceptual map of positional identity. The emergent map stimulated the re-assessment of current conditions. Consequently, future possibilities in which approval scenarios may evolve are presented. Considering how policy changes within HE have promoted increasingly performative practices, and the ways in which participants in approval events have presented them ‘selves’, it is likely that the positional identities adopted by staff here may have resonance for academics across the sector, and that this study will inform wider debates about policy and validation of courses within HE in general.