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IAUP North East Asia Conference
Quality Assurance and
Enhancement of Higher Education
National University of Kaohsiung, Kaohsiung, Taiwan / R.O.C.
October, 1, 2009, Thursday
Speaker: George Tai-Jen Chen
Vice President for Academic Affairs
University Chair Professor
Distinguished Professor of Atmospheric Sciences
Some Key Issues on Higher Education in
Taiwan
(1) Rapid expansion of higher education
(2) Insufficient government financial support
(3) Too many restrictions on university administration
(4) Deterioration on quality and quantity
Possible Solutions
University Strategies for Enhancing
Education Quality and Excellence pursuing
(1) Teaching evaluation
(2) Faculty re-evaluation
(3) Teaching and research units assessment
(4) Strategic planning
Some Key Issues on
Higher Education in Taiwan
(1) Rapid expansion of higher education
Table 1 Number of comprehensive and professional universities in 1999–2009.
(Ministry of Education)
Comprehensive
University
Professional
University
Total
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
University
40
43
45
46
50
53
60
62
63
64
64
College
18
22
22
21
19
16
9
7
7
5
7
Subtotal
58
65
67
67
69
69
69
69
70
69
71
University
10
12
13
14
17
22
29
29
31
38
41
College
36
50
55
58
55
54
47
47
46
40
37
Subtotal
46
62
68
72
72
76
76
76
77
78
78
104
127
135
139
141
145
145
145
147
147
149
Note: 67 comprehensive / professional universities in 1996.
From 1996 to the year of 2006, the number of universities / colleges
has been increased more than two times.
Table 2 Number of students enrolled in undergraduate and graduate
programs in comprehensive and professional universities / colleges
in 1998–2008. (Ministry of Education)
Ph.D
Master
Bachelor
Total
1998
10,845
43,025
409,705
463,575
1999
12,253
54,980
470,030
537,263
2000
13,822
70,039
564,059
647,920
2001
15,962
87,251
677,171
780,384
2002
18,705
103,425
770,915
893,045
2003
21,658
121,909
837,602
981,169
2004
24,409
135,992
894,528
1,054,929
2005
27,531
149,493
938,648
1,115,672
2006
29,839
163,585
966,591
1,160,015
2007
31,707
172,518
987,914
1,192,139
2008
32,891
180,809
1,006,102
1,219,802
Note: Total number of university / college students was about 6000 in 1949.
An increase of 193 times in number enrollment of university
students in 57 years from the time ROC moved to Taiwan to
2006 and 2.6 times in recent 10 years from 1998 to 2008.
Barchelor / Total (*1000)
Ph.D / Master (*1000)
180
1,200
160
Total
1,000
140
Bachelor
120
800
100
600
80
60
400
Master
Ph.D
40
200
20
0
0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Fig.1 Number of students enrolled in undergraduate and graduate
programs in comprehensive and professional universities / colleges
in 1998–2008. (Ministry of Education)
The trend of continuous increase is obvious, particularly
the Master students, increased more than four times during
this period .
(2) Insufficient government financial support
6,500
6,000
5,500
5,000
4,500
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
Fig.2 Changes in government appropriations from the Ministry of Education
to public universities per student each year (in US $) in 1995–2004.
A dramatic decrease appeared since 1996 when the “Final
Report of Education Reform” was being announced.
Table 3 Government appropriation share of core revenue in % for higher
education institutions in different countries. (Ministry of
Education；OECD)
1995(%)
2000(%)
2001(%)
2002(%)
2003(%)
Australia
64.8
51.0
51.3
48.7
48.0
Germany
88.6
91.8
91.3
91.6
87.1
Sweden
93.6
88.1
87.7
90.0
89.0
U.K.
80.0
67.7
71.0
72.0
70.2
U.S.A
m
m
m
45.1
42.8
Taiwan
50.7
45.6
38.4
42.6
38.9
The government financial support in Taiwan was relatively
low and continuously decreased. It caused the relatively
low cost of higher education per student as compared to
other countries.
Table 4 Yearly tuition and fee of higher education per student (US $) for
different countries. (Ministry of Education)
Country
Taiwan
(ROC)
Japan
U.S.A
South
Korea
Tuition and fee /
Average GDP (%)
Public
Private
Year
Public
Private
Average
GDP
2004
1,755
3,215
14,663
11.97
21.93
2005
2006
2007
2008
2009
2007
2005
1,831
1,829
1,812
1,866
1,789
6,945
6,399
3,4017,040
3,358
3,330
3,305
3,481
3,298
11,030
26,954
2,1379,001
15,714
16,111
16,855
17,083
15,841
34,326
41,961
11.65
11.35
10.75
10.92
11.29
20.23
15.25
16.9935.17
21.37
20.67
19.61
20.38
20.82
32.13
64.24
10.6844.97
2007
20,015
The higher education tuition and fee per student in Taiwan
is only 1/4 to 1/3 of the developed countries.
Table 5 Tuition and fee share of core revenues in % for universities in different
countries. (Ministry of Education；OECD)
Non-profit
Public Univ.
private Univ. Germany
Sweden
U.K.
(U.S.A)
(U.S.A)
(1995–1996) (1995–1996) (1995–1996)
(2000–2001)
(2000–2001)
Tuition
and
fee
18.1 %
38.1 %
0.0 %
0.0 %
24.0 %
Public
Univ.
Taiwan
(ROC)
(2006)
< 15 %
Besides the countries in the European continent, the percentage is
lower in Taiwan than in the other developed countries.
(3) Too many restrictions on university administration
Lack of flexibility of the government personnel and
accounting systems, and the similar systems applied to all
public universities.
Government regulations on accounting system also apply
to all the university revenues such as private gifts and
contracts, tuition and fee, and endowment income.
Faculty salary scale is limited by government regulations
and mainly based on seniority.
Too many government regulating
engineering construction in university.
procedures
for
(4) Deterioration on quality and quantity
Table 6 Changes in number of new babies and birth rate in 1981–2009.
(Ministry of Interior Affairs)
1981
1986
1991
1996
2001
2002
2003
2004
2005
2006
2007
2008
2009
number
birth rate (‰)
414,069
309,230
321,932
325,545
260,354
247,530
227,070
216,419
205,854
204,459
204,414
198,733
121,797
22.97
15.93
15.70
15.18
11.65
11.02
10.06
9.56
9.06
8.96
8.92
8.64
5.28
change in birth rate (%)
wrt 1981
--25.32
-22.25
-21.38
-37.12
-40.22
-45.16
-47.73
-50.29
-50.62
-50.63
-52.00
-70.59
The decrease of new babies and birth rate will cause serious
problem for recruiting students at some universities.
Table 7 Changes in number of university graduates in 1997–2007.
(Ministry of Education)
Ph.D
Master
Bachelor
Total
1997
1,282
14,146
85,802
101,230
1998
1,307
15,016
87,421
103,744
1999
1,455
16,757
100,171
118,383
2000
1,463
20,752
117,430
139,645
2001
1,501
25,900
146,166
173,567
2002
1,759
30,856
176,044
208,659
2003
1,964
35,981
192,854
230,799
2004
2,165
42,334
210,763
255,262
2005
2,614
45,736
219,919
268,269
2006
2,850
49,976
228,645
281,471
2007
3,140
54,387
230,198
287,725
The number of graduates from universities with different
levels of degree continues to increase rapidly.
Table 8 Changes in jobless rate (%) for different education levels in 1996–2008.
(Office of Comptroller)
Average
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2.60
2.72
2.69
2.92
2.99
4.57
5.17
4.99
4.44
4.13
3.91
No school Elementary Junior high Senior high Junior
University
education
school
school
school
College
1.02
1.10
1.04
1.28
0.95
1.60
1.69
1.98
1.35
1.33
1.08
1.45
1.86
1.74
2.08
2.18
3.76
4.09
4.30
3.51
2.79
2.38
2.77
3.25
2.97
3.28
3.50
5.75
6.28
6.11
5.13
4.61
3.89
3.00
3.02
3.09
3.23
3.34
5.12
5.92
5.60
4.87
4.54
4.28
3.14
2.85
2.90
3.10
2.90
4.03
4.60
4.32
4.02
3.78
3.55
3.36
3.44
3.13
2.63
2.67
2.69
2.67
3.32
3.89
3.82
4.11
4.23
4.36
4.51
4.78
At the same time, the number of jobless rate for the university
graduates continues to increase.
Rate(%)
Number(*1000)
80
5.00
75
70
4.50
65
60
4.00
55
Rate
50
3.50
45
Number
40
3.00
35
30
25
2.50
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Fig.3 Changes in number and rate (%) of jobless university
graduates in 1996-2008. (Office of Comptroller)
A dramatic increase in jobless number and jobless rate occurred
after 2000, is closely related to the quality of higher education.
This reveals another issue namely the gap between the higher
education and the social need.
Possible Solutions
Over-established universities 
Merging, transformation, and others
Dilution of resources 
More budget in higher education
Deterioration of higher education 
Quality assurance / control and
excellence pursuing strategies
University Strategies
for Enhancing Education
Quality and Excellence Pursuing
(1) Teaching evaluation (e.g. National Taiwan
University)

Teaching evaluation system was established in Dec.
1996

Purpose

Usage of the evaluation results

Teaching quality improvement
(2) Faculty re-evaluation (e.g. NTU)




Faculty re-evaluation system was established in Jan. 1998,
revised in Oct. 2000 and June 2002；major revision in Oct.
2004
All faculty members (teaching, research), except those
show outstanding performance in teaching or research,
need to receive a re-evaluation at every 5-year intervals
until the time of retirement.
The employment will be terminated for the faculty member
who fails to pass the re-evaluation at the second time.
Restrictions are applied to the faculty member who fails to
pass the re- evaluation.
(a) increase in salary
(b) sabbatical leave
(c) extended service
(d) administration officer
(e) member of all level Faculty Review Committee
(f) part-time work outside campus
Rate(%)
Number
60
12
50
10
Non-pass number
40
8
30
6
20
4
10
Non-pass rate
2
0
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Fig.4 Changes in number and rate of non-pass in faculty
re-evaluation at National Taiwan University in 1999–2008.
(Deportment of Personnel, NTU)
The faculty re-evaluation system was first
established in 1998 and then revised and
improved three times afterwards.
Number
30
25
1998
Re-evaluation
system
20
Early retirements
15
10
5
Extended services
0
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Fig.5 Changes in faculty number of early retirements and extended services
at National Taiwan University in 1991–2008. (Deportment of Personnel, NTU)
The faculty re-evaluation system is quite effective for
establishing a better environment in excellence pursuing at
the National Taiwan University.
(3) Teaching and research units assessment



(e.g. NTU)
Teaching and research units assessment system was
established in June 1997
Assessment procedures
Usage of the assessment results
(4) Strategic planning (e.g. NTU)





Core value
Mission
Vision / Goal
Key strategies for pursuing excellence
Medium-range university development plan (2009-2014)