University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Graduate School Professional Papers 2004 Instructors' perceptions of higher technological and vocational education reform in Taiwan the Republic of China Frances Feng-Mei Chang The University of Montana Follow this and additional works at: https://scholarworks.edu/etd Let us know how access to this document benefits you. Recommended Citation Chang, Frances Feng-Mei, "Instructors' perceptions of higher technological and vocational education reform in Taiwan the Republic of China" (2004). Graduate Student Theses, Dissertations, & Professional Papers.edu/etd/9524 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana.
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Further reproduction prohibited w ithout perm ission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Instructors’ Perceptions of Higher Technological and Vocational Education Reform in Taiwan, the Republic of China By Frances Feng-Mei Choi Chang B., Vanderbilt University, 1983 Presented in partial fulfillment of the requirements for the degree of Doctor of Education The University of Montana Fall 2004 Approved by: hairman Dean, Graduate School I X - 13-04 Date R ep ro d u ced with p erm ission o f th e copyright ow ner.
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Chang, Frances Feng-Mei Choi, Ed., Fall 2004 Educational Leadership Instructors’ Perceptions of Higher Technological and Vocational Education Reform in Taiwan, the Republic of China Chairman: Dr. Merle Farrier 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, instmctors’ 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 $1500 U.
per month, was appropriate for the extra time and commitment. 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 govemment: a modest additional compensation to recognize the increased workload, and additional funding for professional technology development. R ep ro d u ced with p erm ission o f th e copyright ow ner. Further reproduction prohibited w ithout perm ission. ACKNOWLEDGMENTS This research study was an excellent learning journey.
However, this study would not have been accomplished without the encouragement, support, and contributions from the following wonderful people. These individuals have influenced and inspired me to achieve my professional goals. First I would like to thank my advisor and offer an acknowledgment to Dr. Merle Farrier, Chairman of my dissertation committee who is not only a teacher of the highest regard but also a teacher of men, for his timeless guidance and direction throughout this study.
Farrier’s expertise and generosity toward his students I will remember always. Farrier’s friendship not only shaped this study but also kept the process enjoyable and successful, for which I will be always appreciative. He is the best counselor that I have ever had the privilege to work with, and I will never forget his encouragement. My dissertation committee was a team made up of Dr.
Beverly Chin, Dr. Roberta Evans, Dr. Frances O’Reilly, and Dr. I wish to thank them for their inspiration, and their contributions to this endeavor, as well as, the assistance they offered to me throughout the entire process.
I appreciated their professionalism and expectations for excellence. I was extremely fortunate to have this group for my committee. The individual guidance and expertise that I received from each of them will remain as a highest esteem to the professional scholarship so necessary for my academic career afterwards. Special thanks are made to the leaders of ISCF-Ted and Carol Fickinger, and Roberta Murdoch for their friendship and patience in discussing, brainstorming and assisting with this dissertation.
I especially wish to thank Dr. Allen Chao, Dr. Fengru Li, 111 R ep ro d u ced with p erm ission o f th e copyright ow ner. Further reproduction prohibited w ithout perm ission.
Wang whose invaluable assistance in translating the questionnaire made this study possible. Appreciation is also given to the coordinators and friends in central Taiwan for assisting me in disseminating and collecting the questionnaires throughout the process. Thanks also to my best friends Chih-Kai Chao, Huei-Ling Tsao, and their sweet daughter-Amica for their friendship as well as constant assistance. They have made my learning journey more brilliant and enjoyable.
I would like especially to thank my parents who suffered greatly from separation, and allowed me the opportunity to pursue my doctoral degree at such a distance from my country. It made all the difference in my life. Above all, I wish to thank my husband, Cheng-Nan Chang for his unfaltering love and support in allowing for me to accomplish my self-actualization; my lovely sons, Cheng-Chun (Hugo) and Cheng-Yi (Ian) for their maturity and understanding at opportune times. They are wonderful young adults and I’m very proud of them.
I give my love and gratitude for their support. These three are the very foundations upon which this endeavor was based and who make the rest of it worthwhile. IV R ep ro d u ced with p erm ission o f th e copyright ow ner. Further reproduction prohibited w ithout perm ission.
TABLE OF CONTENTS Page ABSTRACT. iii TABLE OF CONTENTS. v LIST OF TABLES. ix LIST OF FIGURES.
xii CHAPTER ONE: STATEMENT OF THE PROBLEM. 5 Purpose of the Study. 6 Importance and Significance of the Study. 6 Definition of Terms.8 Role of the Researcher.15 CHAPTER TWO: REVIEW OF RELATED LITERATURE.
16 Higher Education Reform Trends.16 Educational Reforms of the United States of America.19 Educational Reforms of United Kungdom. 30 Educational Reforms of Australia.32 Educational Reforms of European countries. 34 Educational Reforms of the Asian Pacific Regions. 35 R ep ro d u ced with p erm ission o f th e copyright ow ner.
Further reproduction prohibited w ithout perm ission. Educational Reforms of Taiwan. 58 Summary of the Review of the Literature. 78 CHAPTER THREE: METHODOLOGY.80 Population and Sample.82 Variables and Level of Data.
84 Reliability and Validity.87 CHAPTER FOUR: RESULTS AND ANALYSIS OF DATA.88 Distribution of Survey.92 Instructors’ Work Environment.93 VI R ep ro d u ced with p erm ission o f th e copyright ow ner. Further reproduction prohibited w ithout perm ission.lOI Statistical Results.113 Predictability of HTVE Reform.114 Decisive and Indecisive Analysis. 117 Analysis of Uncertain Responses. 117 Summary of Uncertain Responses Quartiles.
125 CHAPTER nV E: DISCUSSION AND SUGGESTIONS.127 Further Analysis of Eight Domains.128 Analysis of Uncertain Responses of Primary Domains.138 Analysis of Uncertain Responses - Conclusion.142 The Relationship of Uncertainty with Certainty.149 V ll R ep ro d u ced with p erm ission o f the copyright ow ner. Further reproduction prohibited w ithout perm ission.151 Suggestions and Recommendations.156 Implication for Further Research .178 Cover Letter and Questionnaire.178 VIU R ep ro d u ced with p erm ission o f th e copyright ow ner. Further reproduction prohibited w ithout perm ission. LIST OF TABLES Table Page Table 1: Return Percentage of Survey.89 Table 2: Demographics of Surveyed Instructors.90 Table 3: Frequencies and Percentages for the Responding Instructors.
91 Table 4: Frequencies and Percentages of Instructor’s Attitudes toward Educational Reform. 92 Table 5: Frequencies and Percentages of Instructor’s Work Environment. 6: Frequencies and Percentages of Leadership.94 Table 7: Frequency and Percentage of Instructors’ Workload Increased. 94 Table 8: Frequencies and Percentages and Mean of Additional Hours per Week of Instructors’ Workload.
95 Table 9; Frequencies and Percentages of the Necessity and Compensation per Week of Instructors’ Workload. 97 Table 10: Frequencies and Percentages of Instructors’ Quality. 98 Table 11: Frequencies and Percentages of Students’ Quality.99 Table 12: Frequencies and Percentages of Pedagogy. 100 Table 13: Frequencies and Percentages of Information Technology.101 Table 14: The Percentages of Responses as Determined by Questions 13-51.103 Table 15: The Percentages of Positive Responses of Instructors’ Attitudes toward Educational Reform as Determined by Questions 13-17.103 Table 16: The Percentages of Positive Responses of Instructors’ Work Environment toward Educational Reform as Determined by Questions 18-22.104 IX R ep ro d u ced with p erm ission o f th e copyright ow ner.
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