Research Handbook on Quality, Performance and Accountability in Higher Education
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Research Handbook on Quality, Performance and Accountability in Higher Education

Edited by Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick

As higher education becomes a key determinant for economic competitiveness, institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Blending innovative research with richly contextualised examples this unique Research Handbook provides authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.
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Chapter 30: Quality assurance and its use in Taiwan higher education: implications for fully accredited and non-fully accredited institutions

Angela Yung-chi Hou

Abstract

Because Asian quality assurance agencies are either governmental institutions or affiliated with government, evaluation use and impact on accreditation outcomes in higher education institutions is an important concern in Asian society. Higher Education Accreditation & Evaluation Council in Taiwan (HEEACT), a leading national accreditor in Taiwan, carried out program and institutional accreditations over four-year universities and colleges since its establishment in 2005. Over the past decade, two cycles of program accreditations and one institutional review have been completed. Hence, the public demand to assess the impact of quality assurance on higher education institutions and to realize its use in quality policy making is getting stronger and stronger. The purpose of the chapter is to explore the impact and implication of accreditation on Taiwan higher education via a survey of academics and staff. There are several major findings in the study. First, accreditation outcomes greatly affected both fully accredited and partially accredited institutions, particularly on faculty recruitment and academic program development. Second, the respondents from the accredited institutions tended to be more satisfied with the current QA policy. Third, the attitude toward evaluation use as a requirement of the Excellence Project and application for self-accreditation differed between the respondents in the fully accredited and partially accredited institutions.

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