二十一世紀是一個知識經濟、競爭激烈的世紀，「國際化」被認為是一個國家競爭力的重要指標之一。然而，具備什麼樣能力的學生才具有國際競爭力，乃成為學生學習成效逐漸受到重視之開端。鑑於確保學生學習成效已成為世界教育革新趨勢之一，我國於2012年推動第二週期大學校院系所評鑑之核心概念上，即強調建立「學生學習成效品質保證機制」之重要性，希冀導引大學教學卓越化，以提升教學品質來確保學生學習成效。本研究旨在以關鍵事件技術探討大學四年級學生在學校推動學習成效評估機制的過程中，造成學生特別滿意與特別不滿意之關鍵事件，除依其屬性予以分類外，並輔以量化問卷調查結果，進一步歸納影響學生滿意認知之關鍵因素。
研究結果顯示，影響學生對學校推動學生學習成效品質保證機制滿意認知之關鍵因素，計有：教育目標與核心能力之適切性、行政人力與學生之互動、行政人力之服務品質、系務資訊公開情形、課程規劃與設計、課程地圖、教學品質、教師專長、學習資源、學習與生活輔導、學生修讀課程之學習評量、整體性之學習評量、教師教學評鑑機制及互動關係人意見蒐集之品質改善，共14個最具顯著影響力之關鍵因素。

The 21st century is a knowledge-based economy and the highly competitive century. “Internationalization” is considered to be one of the important indicators of international competitiveness. Therefore, what kinds of capabilities for students must have that shows the beginning of emphasizing students’ learning outcomes. The study aimed to explore the seniors’ perception of satisfaction to the quality assurance mechanism of student learning outcomes, using critical incidents technique and questionnaire to collect and analyze the critical incidents. Finally, according to the results, it was to sum up and generalize critical factors affecting the seniors’ perception of satisfaction. The study found the critical factors affecting the seniors’ perception of satisfaction to the quality assurance mechanism of student learning outcomes are 14, such as the appropriateness of educational goals and core competencies, the interaction of administrative personals and students, the service quality of administrative personals, the situation of information disclosure on department’s affairs, the curriculum of planning and designing, curriculum map, the quality of teaching, the expertise of teachers, the resources of learning, learning and the life counseling, the assessment of classes, the assessment of holistic learning, the mechanism of teaching evaluation, the improvement of quality from stakeholders’ feedback.