绩效责任本位之大学课程管理

Accountability-based curriculummanagement in university

绩效责任之概念存在于企业生存竞技场已久,在国际竞争日趋激烈之环境下,此种以'成本一利润一考核'联结计算的字眼也逐渐成为教育政策执行之上位语汇,并作为学校办学绩效评核之恪守标的,要求课程应对学生成就负起绩效责任。大学课程受到绩效责任概念与做法之影响,'只问耕耘不问收获'的良心服务观,必须转化成为'既问耕耘又问收获'的经济系统观,透过课程管理结合社会、企业需求及为国家发展负责,以提升学生学习成效。综合本文之分析,此一绩效责任本位之大学课程管理,包含三项主轴:目标、联结、评鉴;十项管理工作:课程目标、课程行政、课程设计、课程材料、课程实施、课程系统、课程评鉴、课程公布、课程奖励、课程回馈,结合管理概念及做法,将课程进行多面向的统整及合作,使学校领导者、行政人员、教师、学生所处的课程环境及需求得以整合建立有效运作机制,增强课程对环境的调适能力,强化课程联结目标及达成目标之程度,进而提升学生因应未来挑战之能力。

Since the concept of accountability has been imbedded in business competitiveness field for a long time,the connection of“input-assessment-output’’has been infecting the practices of education as well and forming a trend of aocounta-bility-based curriculum management.This trend pushes universities to establish mechanism for pursuing accountability through curriculum management,including three main points;goal setting,curriculum aligning,curriculum assessing,and ten management tasks:objects,administration,implementation,system,assessment,report,reward,feedback.By integrating the multi-dimension of curriculum,this management mechanism makes leader,administrators,teachers and students linked together to reinforce the students’competitiveness.