Assessing Teaching Funding Schemes in Taiwan's Higher Education: Insights from University Project Coordinators

Since the 1990s, competitive funding schemes have become increasingly prevalent in East Asia, requiring universities to compete for resources tied to performance indicators. While research has examined scheme design and implementation, evidence is drawn primarily from research funding, leaving teaching funding underexplored. Drawing on resource dependence theory, this study investigated two Taiwanese schemes: the Program for Promoting Teaching Excellence and the Higher Education Sprout Project. Using interviews with project coordinators and qualitative content analysis, three institutional responses were identified: leveraging resources for institutional advancement, strategic adaptation to funding requirements, and navigating constraints in institutional implementation. Findings highlight tensions between accountability, autonomy, and educational improvement.