本研究目的在建構個案學校翻轉教育的策略指標與探討其應用，除了提供個案學校對翻轉教育的回饋，亦提供有結構性的策略指標參照。研究方法上，先以文獻分析歸納整理相關指標，並與個案學校成員討論建構出學校翻轉教育之21項策略指標，接著以概念構圖法與集群分析整合學校成員對指標的重要性和執行率評估與分群以建立構面。最後求取各構面及指標權重，進行指標的重要-表現分析(IPA)，完成個案學校翻轉教育的策略指標體系。根據研究之結果與分析，歸納主要結論及建議如下： 一、結論 (一) 以概念構圖建構翻轉教育的4項構面與21項指標應用個案學校。 (二) 個案學校翻轉教育之重要性最高構面為「教師增能」。 (三) 個案學校翻轉教育之重要性最高的指標為「教師應有充足的備課時間」，其次為「提升教室的數位載具資源」、「教師所製作或選編之教學內容具吸引力」。 (四) 個案學校翻轉教育之執行表現最佳構面為「科技支援」；執行表現最差構面為「社群支持」。 (五) 個案學校翻轉教育之執行表現最佳指標為「提升教室的數位載具資源」，其次為「雲端課程平台分享」。 (六) 執行表現最差指標為「翻轉教學社群討論空間與時間安排」。 (七) IPA分析結果最急需改進的構面為「教師增能」。 (八) IPA分析結果最急需改進的指標為「教師應有充足的備課時間」，其次依序為「翻轉社群師資研習或學習機會」、「讓學生依照個別學習進度精熟學習」、「建立學生個人學習歷程檔案」、「教師能規劃翻轉學習之課程內容」。 (九) IPA分析的應用性。 二、建議 (一) 指標運用: 逕行利用指標繼續檢視翻轉教育歷程，利用指標繼續檢視個案學校往後的翻轉教育歷程。 (二) 應強化「教師增能」及「社群支持」。 (三) 應關注學生學習。 (四) 對未來研究之建議: 從個案研究的指標建構，推展至適用於全國性的樣本；持續針對指標系統做適當之更新。 / The purpose of this study is to construct the strategic indicators of school flipped education and to explore its application. In addition to providing individual case feedback on flip education, we also provide a structural reference to strategic indicators. As for research methods, by means of literature review, and discusses with the members of the case to construct 21 strategic indicators of school flipped education. Concept mapping questionnaire used to analyze the school members' opinion on the importance and implementation of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of school flipped education. The conclusions are follows: (1) This study constructs 4 main dimensions and 21 strategic indicators of school flipped education. (2) The highest aspect of the importance of school flipped education is " faculty enhancement ". (3) The most important indicator for flipped education is that "teachers should have sufficient preparation time" followed by "upgrading the classroom's digital vehicle resources" and "the teaching content produced or selected by teachers should be attractive." (4) The best performing aspect of the importance of school flipped education is "science and technology supporting"; the worst performing aspect is "community supporting". (5) The best indicator of the performance of school flipped education is "enhancement of digital mobile device in the Classroom" followed by "cloud-based course platform sharing". (6) The worst indicator of the performance of school flipped education is "flipped teaching community discussion space and schedule." (7) The most urgent aspect of IPA analysis is "faculty enhancement". (8) The most urgent indicator for IPA analysis is "teachers should have sufficient time for preparation", "community teachers' study or learning opportunities", "allowing students to master the learning process based on individual learning progress", " build student personal study files "," teachers can plan flip learning course content. " (9) The applicability of IPA analysis. According to the conclusions, some suggestions had been proposed: (1) Use of Indicators: Using indicators to continue to examine the course of overturning education, and using indicators to continue to examine cases of school rollover education in the future. (2) Teachers and community support should be strengthened. (3) Should pay attention to student learning. (4) Suggestions for future study: From the construction of indicators of case studies to the application of national samples; and continual updating of the indicator system.

The study identifies how different stakeholders perceive service quality improvement initiatives in public higher education institutions in Ethiopia. For this purpose, a mixed research methodology was employed. Furthermore, secondary data were collected from a variety of literature and primary data were collected from academic staff and final year students at public higher education institutions using the SERVQUAL scale and through focus group interviews. The collected data were analysed using both descriptive and inferential statistics. The research findings indicated that all dimensions of the service quality improvement initiatives were perceived by academic staff and studentsto be verypoor. The reasons for these poor or low perceptions were: the high expectationsof the stakeholders, the government’s intention to expand, lack of adequate knowledge regarding the implementation of the BPR process, the lack of motivation by service providers, poor management and the lack of good governance by the universities, inexperienced workers, non-empowered and task specific frontline employees, the low quality of the infrastructure, non-value adding hierarchical structures and approval systems, ethical problems with some service providers, the high staff turnoverand the lack of experienced staff. In addition, at all new universities, construction is underway and as a result,there are problems such as the poor state of the dormitories, classes,bathrooms, recreation areas, lounges, TV rooms, sport fields and internet connectivity, while the libraries are not well stocked with books and periodicals either. This study has recommended that the institutions should have standardised instruments that can be used to measure the status of service quality improvement and deliveryperiodically and to identify the areas that have the highest perceived performance gap scores in order to redeploy some of the resources. It also needs to be pointed out that the service providers lack sufficient knowledge and skillsconcerning the implementation of BPR, thus training is recommended in this regard.It is further recommended that for effective implementation of the BPR process, the importance of the provision of different guiding documents, continuous monitoring of activities and top management support should be kept in mind. / Educational Leadership and Management / D. Ed. (Educational Management)

The study identifies how different stakeholders perceive service quality improvement initiatives in public higher education institutions in Ethiopia. For this purpose, a mixed research methodology was employed. Furthermore, secondary data were collected from a variety of literature and primary data were collected from academic staff and final year students at public higher education institutions using the SERVQUAL scale and through focus group interviews. The collected data were analysed using both descriptive and inferential statistics. The research findings indicated that all dimensions of the service quality improvement initiatives were perceived by academic staff and studentsto be verypoor. The reasons for these poor or low perceptions were: the high expectationsof the stakeholders, the government’s intention to expand, lack of adequate knowledge regarding the implementation of the BPR process, the lack of motivation by service providers, poor management and the lack of good governance by the universities, inexperienced workers, non-empowered and task specific frontline employees, the low quality of the infrastructure, non-value adding hierarchical structures and approval systems, ethical problems with some service providers, the high staff turnoverand the lack of experienced staff. In addition, at all new universities, construction is underway and as a result,there are problems such as the poor state of the dormitories, classes,bathrooms, recreation areas, lounges, TV rooms, sport fields and internet connectivity, while the libraries are not well stocked with books and periodicals either. This study has recommended that the institutions should have standardised instruments that can be used to measure the status of service quality improvement and deliveryperiodically and to identify the areas that have the highest perceived performance gap scores in order to redeploy some of the resources. It also needs to be pointed out that the service providers lack sufficient knowledge and skillsconcerning the implementation of BPR, thus training is recommended in this regard.It is further recommended that for effective implementation of the BPR process, the importance of the provision of different guiding documents, continuous monitoring of activities and top management support should be kept in mind. / Educational Leadership and Management / D. Ed. (Educational Management)

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