科技部專題研究計畫主持人
MOST 109-2410-H-030-033-SSS
臺灣高等教育學術認同的本質與運用以博士生的觀點
The nature and application of higher education academic identity: A perspective from doctoral students in Taiwan
科技部
Ministry of Science and Technology
輔仁大學學校財團法人輔仁大學
Fu Jen Catholic University
莊俊儒
Gregory Ching
育領導與發展研究所
Graduate Institute of Educational Leadership and Development
莊俊儒
0229056198
094478@mail.fju.edu.tw
計畫執行期間起:2020-08-01
計畫執行期間迄:2021-07-31
2020-10-05
2021-01-31
博士生
1
004,007
01
高等教育;學術專業;研究與教學競合關係;博士生
higher education;academic profession;research teaching nexus;doctoral student
在高等教育中,新管理主義已為大學治理帶來許多實質上的改變。目前,在臺灣高等教育的自由化與市場化的現象,已著實地影響到教授學術專業的本質。然而對於台灣博士生來說,以前的獨立職業發展道路現在已經演變為多種選擇。事實上,教授與博士生們在學校中面臨多種角色的衝突。是故,學術認同經常遊走在教學、研究與服務三大板塊之間。因此,追求學術卓越變成是一件極為困難的事。由此可知,學術認同應該被重視與釐清的重要課題。在過去的文獻中,不難發現學術認同是一個極為複雜而多變的構念。學術認同某個程度會隨著不同教育體制或環境而有所改變。更甚而之,學術認同經常受個人背景、教育及工作環境所影響更重要的是,學術認同會著實影響個人信念及學術表現。據此,本研究將以瞭解在臺灣高教環境下,學術認同是如何被形塑出來的,而它是如何深深地去影響學術表現與工作滿意度。因此,對臺灣高等教育學術認同的本質與運用之研究,對於目前處於疲弱不振的高教表現,無疑是一道曙光。研究驗證博士生體驗的調查量表,325名博士生參與了研究。研究驗證博士生與導師的經驗、同伴和課程參與中,九個不同的變量:質量培訓、職業機會、質量建議、共同成長、支持建設、研究導向、管理導向和問題-以解決為導向。變量間沒有發現顯著的性別差異。同伴互動和導師支持的重要性被認為是在台灣獲得成功、愉快的博士經歷的關鍵組成部分。
The neoliberal management or new managerialism within higher education has created various changes in university governance. Similar with Taiwan, the liberalization and marketization of higher education institutions have already affected the academic profession. This changing nature of the academic profession has created a scenario wherein the previous open culture of intellects is now shifting towards a performance driven environment. With regards to doctoral students in Taiwan, the previous stand-alone career pathway has now evolved into several alternative tracks. In effect, both faculties and doctoral students are now faced with conflicting role (role conflict) and purpose, in other words, their academic identity is now in question. As the literature suggests, academic identity is a complex and constantly shifting issue, to an extent that it might be different for each individual. In addition, the formation of academic identity is highly affected by an individual’s background, field of study, and work conditions (current and/or perceived future). More important, academic identity is said to affect one’s belief and performance. The current study validated a survey instrument used to measure doctoral students’ experiences. A total of 325 doctoral students from all over Taiwan participated in the study. Results showed that within the three dimensions (experience with mentors, peers, and curricular engagements), nine distinct variables were validated: quality training, career opportunity, quality advising, mutual growth, support building, research-oriented, administration-oriented, and problem-solving-oriented. No significant gender differences were found across variables. The importance of peer interaction and support from mentors were noted as key components for a successful, enjoyable doctoral experience within the Taiwan context.
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僅就有無可識別個人身份資料進行檢查及處理,不對變項名稱、變項及選項數值說明與問卷是否一致或有定義進行核對或修改。
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