| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 92 === Ministry of Education revised the law of junior college in November 1995. Selected junior colleges were permitted to transform into institutes of technology. As a result, requirements about the quality and qualification of their faculty were raised. The composition of various ranks of faculty members for those newly transformed institute of technology faced great needs of change. However, institutions can not be changed in one day. Lecturers that have been teaching in junior colleges for years had difficulty to be promoted to higher rank of faculty position. Issues regarding the faculty policy as well as the professional development of lecturers become critical tasks to be handled by these institutes of technology and the central government.
This thesis aims to handle the following issues:
(1) Explore the challenges in faculty structure faced by these newly transformed institutes of technology;
(2) Assess the needs of professional development for lecturers working in newly transformed institutes of technology;
(3) Explore the factors affecting the professional development of lecturers working in newly transformed institutes of technology; and
(4) Propose suggestions for improving faculty quality and structure in the newly transformed institutes of technology.
Document and literature review as well as survey research methods were used to address the research questions mentioned above. A total of 1,113 faculty members in 84 institutes of technology were surveyed. The response rate was close to 90%. Results from statistical analysis yield the following findings:
(1) Recent reform in vocational higher education was deemed appropriate and needed by most respondents. However, findings also suggested that the evaluation system for faculty members working in vocational higher education should be different from those working in general higher education because of the differences in the missions of these two type of higher educational institutions.
(2) Lecturer expressed great needs for professional development after the transformation. Greater difficulties were found in the area of Humanities and Business due to the scarcity of doctoral programs in these areas.
(3) Factors that affect the pursuit of professional development among lecturers include school policy and supporting system, family factors, economic factors, teaching responsibilities, and the shortage in the supply of doctoral programs.
|
|---|
