Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682238
Title: A comparative study of the relationship between quality assurance mechanisms and student learning outcomes in Taiwan and England
Author: Li, Po-Chun
ISNI:       0000 0004 5923 3909
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
This research aims to compare Taiwanese evaluation and English quality assurance systems in higher education in relation to assuring quality learning outcomes, and to explore academics' perceptions of each system. The issue of student learning outcomes has become an important trend in global higher education, and many higher education institutions are required to demonstrate that students have attained key learning outcomes and have met academic standards during their university studies. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) has been implementing the second 5-year cycle of national higher education evaluation at 84 universities and colleges. The main purpose of this ongoing evaluation is to examine whether each department and graduate school is able to establish mechanisms for assuring quality learning outcomes and put the mechanisms into practice. This research draws on data from in-depth, semi-structured interviews with 10 senior administrators and academics selected purposely in two universities in Taiwan and England as well as from the analysis of documentary data. The findings reveal that Taiwan and England have included student learning outcomes into their national evaluation/quality assurance polices, although learning outcomes have been given more focus in Taiwan's latest evaluation policy. In addition, the two case study universities have developed and implemented different frameworks of student learning outcomes. The Taiwanese institution used mainly internal self-evaluations as a mechanism for assuring quality learning outcomes, while the English university employed the Quality Assurance Code of Practice. Participants held different viewpoints about the impact of the mechanisms, which may potentially be influenced by the distinct national policies. There was a greater emphasis on learning outcomes among the Taiwanese participants, while the English participants stressed that the mechanisms may benefit teaching and learning as well as student learning experience, and are not limited only to learning outcomes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.682238  DOI: Not available
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