追求教學卓越？台灣高教的表現管理建制研究

Pursuing Teaching Excellence or Fallacy? Institutional Ethnography of Performance Management in Higher Education Reform in Taiwan

1990年代中期以後，台灣的高等教育治理受到新管理主義影響，開始大量採用關鍵表現指標（KPI）管理大學的品質改進計畫，期待透過表現管理建制引導大學有效能地運用公共經費、提升高教品質。然而，來自大學內部的回應卻與政策論述之間有許多矛盾、斷裂之處。因此，本研究希望瞭解這種新型態的管理技術如何運作？如何改變人們的工作過程？及其實質產生的效應為何？本研究採建制民族誌，研究田野為台灣一所獲得教學卓越計畫補助的私立大學。透過對該所大學行政管理階層、職員、師生的深度訪談、教卓相關文本分析等方法進行資料蒐集。本文追溯身處同一套建制中不同位置工作者的文本實作，描繪他們如何受統治文本框限，生產不同的協作型態。研究發現透過KPI治理衍生許多非預期後果，包括主體採取去專業性的自我異化協作、人們重新建構一套新的價值論述以達成自我說服、工作者內化與市場相關的工作倫理、大學產生社會關係的變化與勞動型態的轉變。文末分析表現管理建制的主體規訓技術，並對建制民族誌方法論進行反思。 Since the mid-1990s, the governance of higher education in Taiwan has been influenced by new managerialism, and hence started to make extensive use of key performance indicators (KPIs) to evaluate the effectiveness of educational programs. By means of performance management, the government expects that universities can be guided to use public funds effectively and enhance the quality of education. However, there are many contradictions and disjunctures between the responses from universities and the intention of the policy. Therefore, the purpose of the present study is to reveal 1) how this new form of managerial technique has been implemented, 2) how it changes people's working processes/practices, and 3) what effects it has. The research adopts institutional ethnography (IE) to investigate a private university that has been awarded Teaching Excellence Project (TEP). Data gathering techniques include interviews with administrative managers, staff, teachers, and students at the university and the collection of relevant documents, which are submitted to text analyses. This close examination of “how things actually happen＂ traces the actual practices of university workers at various levels under this governance policy reform and the changes it brings. The results show that KPI mandates have activated a ruling apparatus of de-professionalism. The workers are further driven to develop market-orientated work ethics. This, in turn, transforms the social relations between and/or within the administration and pedagogical developments, alongside the labor processes/practices. In a critical dialogue with IE, the study concludes with methodological reflections on and breakthroughs in applying IE.