大學教學資源中心支援卓越教學之研究

Abstract

追求教學卓越已成為世界一流大學必經之路，而大學教學資源中心是以教學為主體的機構，其目標在提升教學品質所需的各項教學支援服務，因此，在卓越教學更是扮演不可或缺的角色。本研究旨在探究大學教學資源中心在卓越教學的功能與角色，了解國內大學教學資源中心的成立背景、經營目標、經營策略、行政組織規劃、支援卓越教學之服務、夥伴關係等。 本研究以訪談法與問卷調查法方式進行，以國內六所大學教學資源中心主管為訪談對象，問卷調查對象主要為近五年獲得教育部獎勵大學教學卓越計畫（以下簡稱教學卓越計畫）學校之教學資源中心主管，以上述研究資料作為分析來源，進一步呈現研究結果與建議。 研究結果顯示，大學教學資源中心成立時間集中在94-96年，成立主因為教學卓越計畫、提升教學品質、提升大學競爭力與組織再造，短期經營目標為維持教學資源中心業務穩定運作，每年可獲得教學卓越計畫的補助，有效執行教學卓越計畫，中、長期經營目標則是制度面、態度面的深化與落實；長期經營的策略為經費與人員、資源穩定，充分的行政支持與以客為尊的服務哲學。大學教學資源中心的行政組織規劃方面，八成以上大學教學資源中心為新設單位，大部分隸屬於教務處之二級單位或為校內獨立一級單位；教學資源中心的經費來源主要是計畫經費，超過七成的學校在計畫結束後，仍編列預算以維持教學資源中心的正常運作，目前有逐年減少對計畫經費依賴的趨勢；教學資源中心主管之專業背景主要為工程、教育、商業管理，教學資源中心人員編制集中在10人以下，以行政人員為主，非正式人員比例偏高，專業人才聘任不易；教學資源中心人才培育主要是讓員工去參加校內課程或校外研習，甚至鼓勵在職進修。 大學教學資源中心支援卓越教學之服務主要為教師專業發展、教材製作設計、教學評鑑與研究方面、學生發展、媒體服務；大學教學資源中心的角色定位為教學支援單位、研究發展單位、卓越教學統籌規劃單位、學習支援單位。大學教學資源中心的校內合作單位主要是電算中心、教務處等行政單位、教育所、支援教學助理的系所、各學院；校外合作為加入聯盟，教學資源共享，進行跨校交流合作。 最後，提出以下研究建議：（1）學校應改善人員聘任的條件與相關制度，重視人力資源的訓練與發展；（2）行政支持，經費、資源、人員穩定；（3）組織制度的完備，服務內容須有所提升；（4）教學資源中心應致力於讓教師了解精進教學專業能力的重要性，學校應制定卓越教學獎勵措施及考核辦法，提升教師投入教學的內在動機（5）教學卓越計畫政策及評鑑指標之改進。

Pursuing of teaching excellence is essential for the World Class Universities. University instructional resources center is a teaching oriented institution, and it is intended to provide teaching support services for enhancing teaching qualities. Therefore, it plays an imperative role in excellent instruction. This study aims at exploring the instructional resources center’s function and role in excellent instruction, its background, goals, strategies, organizational design, support in excellent instruction, and the partnership. In this study, interviews with directors from instructional resources centers of six universities, and questionnaire surveys of directors of instructional resources centers of the universities funded by the Ministry of Education’s University Teaching Excellence Program in recent five years are conducted. After that, further result and suggestions are given. The result indicates the instructional resources center is mainly established between 2005 and 2007 as a result of the University Teaching Excellence Program, to enhance teaching quality, increase university competitiveness, and reengineer. The short-term goal is to maintain stable functions of instructional resources center function stably, to acquire funding by the University Teaching Excellence Program every year and execute the program effectively. The mid-term and long-term goal is about the aspect of system and attitude. The long-term operational strategies are as follows: (1) to obtain stable budgets, personnel and resources, (2) to obtain enough administrative supports, (3) to apply the customer-centered philosophy. Above 80% of university instructional resources centers are newly-established units, most of which are subsidiary department subordinate to the office of academic affairs or the separate first-level unit. The budgets of instructional resources centers are mainly from the grants of University Teaching Excellence Program. Over 70% of the universities indicate that they will continue to budget for the coming year after the University Teaching Excellence Program ends, and the current trend is towards the decrease of reliance on grants gradually. The professional background of instructional resources center directors are mainly Engineering, Education and Business Management. The number of staffing of most instructional resources centers is below 10. Personnel are mainly administrative staffs and informal employees, and it’s not easy to hire professionals. For staff development, instructional resources centers send the staffs to take part in the training courses on campus or off the campus and they also encourage in-service training. The instructional resources centers mainly provide support to excellent instruction through works on faculty development, instructional design, teaching evaluation and research, student development and media service. In other words, the instructional resources center is a teaching support, research and development, excellent instruction planning, and learning support unit. Instructional resources centers often cooperate with the computer and information networking center, the office of academic affairs and other administration, Department of Education, other department supporting teaching assistants and some other colleges. Instructional resources centers join alliances, share teaching resources, and cooperate with other universities. In the end, this study suggests as follows: (1) to improve the personnel structure and pay attention to the training and development of human resources; (2) to obtain enough administrative support, stable budgets, resources and personnel; (3) to organize the system and upgrade the level of services; (4) instructional resources centers should make efforts in having teachers understand the importance of enhancing professional capability; the universities ought to set up the rewarding measures and rating methods to inspire teachers’ motivation to teaching. (5) to consider revising the policies and standards of University Teaching Excellence Program.