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評鑑的制度化與制度的評鑑化-一個以台灣社會學者為對象的研究

Institutionalized Evaluation and Evaluationalized Institution-A Case Study on the Sociologists in Taiwan

摘要


本文論證2006年至2011年間大學學風出現轉變,且與教育部委託高教評鑑中心進行的系所評鑑有關。研究以社會學相關教師為對象進行,透過數十人次的焦點團體及個別訪談,應用新制度理論的觀點,勾勒系所評鑑由單一活動成為完整制度的過程。研究發現,源自新自由主義精神、講求可課責性的系所評鑑,一方面委由學界進行同儕主觀性的自主審查,一方面則由中心協助建置客觀性的效標,成為目的曖昧但流程嚴格的「制度化的評鑑」。制度化評鑑的客觀計分指標,再被大學複製成為內部教師評鑑的準則,並將教學研究的內涵化約為全面性、定期性、數量性的評比獎懲,成為「評鑑化的制度」。這個過程形塑了新的制度性環境,迫使教研人員放棄傳統師生倫理的教育理念,轉而追求具有制度正當性的出版績效。

並列摘要


This paper argued that changes in the academic climate from 2006 to 2011 was related to the ”Program Evaluation” to the universities in Taiwan, which was commissioned by the Ministry of Education and executed by the Higher Education Evaluation & Accreditation Council of Taiwan. This study interviewed 23 sociology-related faculties (through focus groups and individual interviews) as research objects, and used Neo-institutionalism theory to figure out how the Program Evaluation event transformed into a austere institution. This research found that the Program Evaluation, which was at first based on neo-liberalist concept of ”accountability”, on the one hand invited the professional scholars as subjective peer reviewer, on the other hand built a set of objective index to guide the professional. As a result, an ”institutionalized evaluation” emerged, with ambiguous ends and clear-cut means. The institutionalized evaluation with objective scoring indexes then was be copied into the universities' internal review institution to evaluate their teachers. As a result, an ”evaluationalized institution” emerged with comprehensive, regular, and quantitative rating sanctions. This formation process of a new institutional environment forced the faculty to pursue the specific publication efficiency instead of following the traditional teacher-pupil ethics.

參考文獻


http://books.google.com.tw/books/about/In_Other_Words.html?id=Y6KIUp2XLbYC&redir_esc=y

被引用紀錄


洪一梅(2016)。探究臺灣人文學領域的在地學術文化:以學術評鑑為基礎的觀察與詮釋〔博士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU201610194
梁莉芳(2018)。養育「無污染」的孩子:有機食品論述、風險管理與母職實作女學學誌:婦女與性別研究(42),73-125。https://doi.org/10.6255/JWGS.201806_(42).03
林大森(2023)。臺灣30年教育改革下技職教育的轉向教育研究集刊(69:4),41-86。https://doi.org/10.53106/102887082023126904002

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