Instructors' perceptions of higher technological and vocational education reform in Taiwan, the Republic of China.

摘要

Taiwan's higher technological and vocational education (HTVE) reforms were intended to convert all traditional junior colleges into institutes of technology or universities of technology. Reforms increased instructors' responsibilities and obligations rapidly without commensurate increase in pay or a recognition of their present workload. Limited time was given to prepare for these comprehensive changes with no financial assistance to offer for additional education.;This research found no important or consistent predictability of instructors' attitude, instructors' quality, students' quality, pedagogy, and technological utilization using instructors' age, years of teaching experience in higher education, years of teaching in the present institution, class size, number of classes taught, and number of advising students. While there existed a strong level of positive perception among the decisive respondents, that level of support (or lack of positive perception) was not predictable based upon a multitude of predictive factors. It was notable that student quality received the strongest negative reaction from all respondents. Additional analysis found that perception of educational reform varied by gender, college affiliation, level of education, and teaching rank.;When all respondents were considered as a whole, the instructors' perceptions were modestly positive. When decisive responses were considered, the result was a strong positive perception. There was a high level of agreement between the instructors' belief in the importance of additional workload requirements and their expectations to contribute to educational reform. However, it was equally important to note that instructors believed that additional compensation, on the average of ;Instructors responded that research was the most difficult area for them to fully meet, followed by additional education, teaching, advising students, and services. Instructors' comments reinforced issues of workload, training, and financial support were of concern for participants. Instructors indicated a need for more programs or professional training in order to improve their pedagogy. The positive attitude and response toward increased workload could be improved by two additional considerations from the government: a modest additional compensation to recognize the increased workload, and additional funding for professional technology development.