行政院農委會為了提昇網站服務品質，委託台灣農業資訊科技發展協會將「休閒農業服務網」入口網站與所屬的二十個家族網站進行相關整合計畫，同時以2007年12月研考會公布的「政府服務品質獎評獎作業手冊」為參考依據，希望透過「休閒農業服務網」入口網站改善來提昇網站的服務品質，整合各相關業務機關的資訊，提供民眾完善的資訊服務平台，為農村旅遊配套措施加值，並促進農村經濟活絡與提昇生活品質之終極目標。 本研究首先依據評獎的計分方式，以內部效益、外部效益、整合性的解決手法與資通訊（ICT）服務導入等四大項評分標準，協助建置客觀且可衡量的構面與指標。然後利用深度訪談、專家訪談的專業建議、焦點團體訪談(FGI)等方式來瞭解使用者真正的需求與題項，並修正前項構面與指標。並採用層級分析法（AHP）來計算服務品質構面的題項，最後以網路問卷與問卷調查的方式進行滿意度分析，進而產生初步KPI。 同時，透過初步KPI進行實際的網站功能改善，分析民眾對網站服務品質的滿意度是否提升，提出具體可行、較大幅度的修正建議，以趕上目前科技網路的進步。希望透過此次研究，能更深入了解非營利入口網站的實務機制與流程，日後可依不同網站需求做調整，推展到其他非營利的網站。 本研究的網站服務品質提升的計畫經過嚴謹的調查，確實執行所有階段活動，並實體進行網站服務品質的功能改善，經過改善前後的兩次問卷調查結果對照，來評估網站功能改善的效益。研究結果依據評獎計分方式，在總得分1000分中獲得989分。整體而言，本次計畫確實有達到服務品質提升的目的。網站內容技術的發展以及網站應用普及，已促使政府機關或民眾，在觀念上及對網站內容的預期上，都遠高於以往。近年，整體大環境加上政府資訊網路的大幅發展，也促使我們需要認真思考，非營利網站與休閒農業相關的政府網站能加強改進，以滿足網路使用者的需求。 / The Council of Agriculture (COA), Executive Yuan authorized the Taiwan Agriculture Information Technology Association—the management team of the EZGO website—to integrate COA’s twenty sub-websites into a “EZGO” portal website. Referring to the service benchmarks of the annual “Executive Yuan Service Quality Award“, which the Research, Development and Evaluation Commission of the Executive Yuan presented on December, 2007, EZGO hopes to improve the COA’s web service quality with integrated information from related government agencies. Furthermore, with this portal, EZGO aims to promote agri-tourism, to expedite the economic revival of farm and fishing villages, and to improve the living quality of rural communities. The objective of this research is to provide EZGO with measurable and objective Key Performance Indicators （KPIs）to evaluate EZGO’s portal. First, measurable evaluate on criteria, which are based on the Government Service Quality Award’s benchmarks, were established. Second, some literatures review, in-depth interviews, expert interviews and a focus group interview to investigate the current situation of the web portal and its sub-websites and to determine the real needs of primary users were conducted. These results were adapted to previous criteria. Third, utilize the analytic hierarchy process method was utilized to calculate the weight of criteria and convert them into performance indicators. Finally, online questionnaire surveys and face-to-face interviews were conducted to turn those indicators into preliminary KPIs. Furthermore, EZGO used those preliminary KPIs to improve their website service quality, analyze users’ feedback to website and even suggest web redesign, in alignment with contemporary Internet user behavior trends. This research intends to establish fair, measurable and adjustable KPIs to evaluate non-profit portals and other similar websites. The research demonstrates a website service improvement process that combines rigorous investigation and thorough execution. The research actually did interpret and apply research findings to the EZGO portal website services and compared the before and after KPIs to evaluate improvements to the EZGO portal.

在全球化競爭的條件之下，企業之專業分工漸趨精細，企業為了發展自己本身的核心能力，選擇將非核心能力委外給專業的第三方，以求獲得更佳的服務品質且為企業減少成本支出。其中物流相關費用占企業營運費用約5%~35%，物流在整體企業營運扮演重要角色，近年來供應鏈管理的興起，企業更加重視與上下游廠商間協調關係，物流管理受到重視，物流關係到整體供應鏈的穩定度，因此在選擇物流委外供應商時，企業需審慎的評估供應商各方面的能力，以選出最適物流委外供應商。 　　過去評選物流委外供應商，多數藉由專家主觀判斷，本研究提出一套完整的物流委外供應商評選模式，以客觀的角度評選物流委外供應商。過去文獻中多數假設評估準則間關係獨立，此假設與現實狀況不符，評估準則通常存在相互關聯。企業在評選過程中，針對特定評選準則會有限定標準，若單以績效值評估，不符企業之需求，本研究將其納入考量，建立出更加完整的物流委外供應商評選模式。此評選模式可給予參與評選之候選廠商改善建議，為雙方建立良好的關係，創造雙贏的局面。 　　本研究透過決策實驗室法建立指標之網路關係，以網路程序分析法計算指標之權重，於評分處理部份，針對企業特定評選指標，透過田口品質損失函數轉換成與目標之損失值，最後藉由VIKOR排序法評選出最佳物流委外供應商。受限於成本考量，本研究透過系統動態學模擬運送情形，藉由所獲得之營運資料驗證此評選模式。 / Under the global competitive conditions, enterprises become more sophisticated division of labor. Enterprises want to develop their own core competencies. Enterprises choose to outsource non-core capabilities to third-party professional,because of better service quality and reducing costs for enterprises. In recent years, enterprises pay more attention to coordination with the relationship between upstream and downstream firms. The logistics in the overall business operations play an important role. Therefore, in the choice of logistics outsourcing providers, enterprises evaluate all aspects of supplier's abilities to select the most suitable supplier of logistics outsourcing. 　　This study provides a complete model to evaluate logistic service providers. Enterprises in the selection process, selection criteria will be qualified for a particular standard. Selection criteria usually have interrelationship. Under the condition, this study use DEMATEL and ANP to create criteria relationship and compute criteria weights. Taguchi loss function is used to calculate some criteria loss value, which is the distance between enterprise’s target values. Finally, VIKOR combines loss value with performance value to select the best logistics service providers. These models also give candidates some suggestions to improve their performance.

關於供應商評選模式的探討與研究，是現今於供應鏈管理中非常重要的議題，而對於國內外供應商評選的相關性研究中，往往只考量供應商本身績效，而缺乏整體性的考量，有鑑於此，當企業在評選供應商時，不僅是針對單一供應商績效的考量，而對於供應商本身上下游廠商的整體績效的考量，也是相當重要的評選因素。本研究運用資料包絡分析法(Data Envelopment Analysis, DEA)與簡易多屬性評等技術(Simple Multi-Attribute Rating, SMART)，以建構較完整的供應商評選模式，協助企業的決策者選擇最適的供應商。 在進行供應商與供應商所屬的供應鏈之績效評估時，利用資料包絡分析法中的交叉模式計算供應商與供應商所屬的供應鏈之平均效率，再藉由平均效率值以排序供應商與供應商所屬的供應鏈之優先順位，但因兩者之順序會產生不一致的情形，利用SMART法中的排序加總法計算兩者之權重值，最後以加總法計算綜合效率值，依據綜合效率值加以排序以評選最適的供應商，而此兩種方法的結合， 則需透過驗證的方式以確定運用之正確性，利用系統動力學(System Dynamics, SD)以建構供應鏈之整體廠商的經營環境，模擬供應鏈整體廠商之績效評估模式，以產生模擬驗證排序，最後再將綜合排序與驗證排序，利用Spearman等級相關係數驗證其相關性，而最終證明兩排序具有高度相關性，也證實本研究所提出的供應商評選模式富有參考價值。 / The research of supplier selection model is a very important issue in supply chain management (SCM). Even though the research on supplier selection is abundant, the most works usually only consider the performance of the supplier. This situation can result in a lack of integral deliberation. Therefore, the decision-maker wants to select his vendor in the company, it is important that the decision-maker not only focus on the business unit but also add to the overall organization of the supply chain. In this paper the Data Envelopment Analysis (DEA) and the Simple Multi-Attribute Rating (SMART) are developed to construct the effective supplier evaluation model depends upon the constituent parts of the supply chain, which may be helpful for selecting the appropriate vendor. When evaluating the performance of the supplier and the supplier’s supply chain, the cross-efficiency model of DEA is applied to compute average efficiency both the supplier and the supply chain. According to average efficiency, we can arrange the priority order that may be have the inconsistent order for the suppliers and their supply chains. The rank sum weighting of SMART is employed to determine the weights of suppliers and their chains and then the weighted method is used to calculate overall efficiency that ranking of the suppliers is obtained. Above of two methods, we must be verify the model. The System Dynamics (SD) is designed to implement the whole components of the supply chain for business environment and simulate the performance model. Based on this performance model, we can acquire a confirmation list. In the end, the Spearman’s rank correlation coefficient is provided to testify the correlation between the overall order and the confirmation list. The result of the statistic analysis is illustrated the strength of the association. The model can be tailored and applied by firms that are making decisions on supplier selection.

中國大陸在近幾十年來的經濟成長舉世矚目，卻也造成了中國大陸東西部發展不平均的隱憂。有鑑於此，江澤民在1999 年的「中央扶貧開發會議」上首次提出了「西部大開發」戰略概念，期能縮小區域發展不均衡的差距。西部大開發預計進行50 年分三個階段進行，截至2010 年已經完成了第一階段。在這十年間，整個西部地區有著巨大的改變。 　　因此，本文的研究目的在於，利用大陸西部12 個省、市、地區自2000 至2010年的追蹤資料，再運用Tobit實証模型進行實證分析。其實證結果顯示，財政地方分權程度、人口密度、地區生產總值、地方政府規模以及地區開放程度等因素，對地方政府效率值之影響為正向；而財政地方分權程度之平方項與地方政府規模之平方項，則對地方政府效率具有負向影響，即財政地方分權與地方政府規模對於地方政府效率之影響可能呈現非單調性。 / The economic growth of China has increased rapidly in recent several decades, but thisgrowth has resulted in the imbalance between the eastern and western region. According tothis situation, Zemin Jiang first proposed the “Grand Western Development Program” in the“central poverty alleviation and development conference” in 1999, hoping to reduce the imbalance in the regional development gap. After carrying out the Grand Western Development Program, the growth ranges of GDP per capita in some of regions have risen quickly. Therefore, the research purpose of this literature is to analyze the empirical estimation of the Tobit model with the panel data which include 12 provinces, cities, and regions in China western area from 2000 to 2010. The empirical results show that the degree of fiscal decentralization, the density of population, gross regional product, the scale of local government, and the degree of openness all have positive influences on the efficiency of local governments. However, the quadratic terms of the degree of fiscal decentralization and the scale of local government have negative influences on the efficiency of local governments. That is to say, the degree of fiscal decentralization and the scale of local government probably have non-monotonic effects on the efficiency of local governments.

有鑑於近年來教育當局對於提升教師教育專業能力的重視以及陸續於一般中等學校計劃實施教師專業評鑑的努力，本研究旨在建構高中英語教師之教學專業能力指標，瞭解279位現職於22所公立高中之新北市高中英文教師對於各指標重要性看法之差異，並針對性別、學歷、學校規模、教學年資等社會背景的教師分析其看法之不同。依據文獻探討與專家效度實施之結果，共建立5大能力層面、13個向度、以及47個指標。問卷分析採用階層程序分析法(AHP)，得出各向度之權重值，排序結果如下： 1.規劃能力：教學規劃比課程規劃重要；這兩項中分別又以規劃適當教學活動及規劃教學程序為重要指標。 2.教學能力：溝通能力與英文能力尤其重要；這兩項中分別又以良好口頭溝通技巧及自我表達能力為重要指標。 3.管理能力：班級管理比資源管理重要；而班級管理中又以良好師生互動為重要指 標。 4.專業成長：掌握學習機會比進行教學研究與革新重要；而掌握學習機會中又以反思個人教學與追求專業成長為重要指標。 5.教學道德：工作態度比專業精神重要；而工作態度中又以與學校同事、學生家長、與附近社區建立良好工作關係為重要指標。 在各向度的指標中，與教學有關係者較受青睞。各背景的教師與所有教師的看法傾 向於一致，只顯示些微的差別。 依據研究結果，本研究亦針對教育當局及高中英文教師提出建議，對於未來研究方 向也提出一些看法，以期對英文教學有些許貢獻。 / Academic authorities have recently laid their prominence on upgrading teachers’ professional competence with the reform efforts of implementing evaluating professional competence on teachers in middle schools. The current study aimed to explore the indicators for evaluating senior high school English teachers’ professional competence, and at the same time, to provide English teachers access to improve and increase teaching efficiency by showing the rankings of indicators under each sub-criterion investigated from 279 English teachers with 4 social background variants in 22 public senior high schools in New Taipei City. The social background variants included gender, educational backgrounds, school size, and total teaching years. In accordance with literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators were established as evaluating standards. The Analytic Hierarchy Process (AHP) was employed and the results indicated that: 1. Planning competence: Teaching planning was more important than course planning. Planning appropriate teaching activities and developing teaching procedures were considered to be the most important in the two sub-criteria respectively. 2. Teaching competence: Communicative competence and English language competence were the first two priorities, but presentation of teaching materials the last. Good oral communicative skills and self-expressive ability were labeled as the most essential indicators respectively. 3. Management competence: Classroom management was rather prominent than resources management. Good teacher-student interaction was especially viewed as important in classroom management. 4. Professional development: Grasping opportunities to learn was taken more significant than conducting teaching research and teaching innovation. In grasping opportunities to learn, reflecting on one’s teaching and seeking professional development were seen as more important than others. 5. Teaching ethics: Working attitude was of higher significance than professionalism, especially establishing good working relationship with school staff, students’ parents, and surrounding communities. In conclusion, indicators which were more helpful to teaching were more favored. Despite their different social backgrounds, teachers tended to show similar opinions on the development of their professional competence. According to the results of the study, some suggestions were provided for professional development of English teachers, teacher training, gender differences of English teachers, teaching experiences, and future studies.

自Zadeh(1965)提出模糊集合論，將集合論之二值邏輯擴充至多值邏輯後，使得集合論更為完善，能更精確地描述實際問題之特性。由於教師評鑑的規準建構與測量方法皆深具模糊性，因此有必要針對評鑑問題之模糊特性，選擇適當之模糊理論。本研究以模糊德菲法以整合專家意見以建構評鑑指標，續以模糊層級分析法計算各指標間的相對權重。教師評鑑除考量量化指標外，由於質化指標常以語意詞句(linguistic terms)表達，故採取Chen和Hwang (1992)所提之轉換法將模糊評語集轉換為明確得點值(crisp score)。並利用模糊綜合評估以從事實際教師評鑑之結果分析，其中涉及不同運算算子間的差異比較。 本研究結果發現：教師評鑑指標體系包括教師評鑑指標共可區分為九大類主指標四十一項次指標。其主指標分別為「專業知識」、「教學準備能力」、「教學策略與實施能力」、「教學評量能力」、「運用教學資源能力」、「班級經營能力」、「專業責任」、「校務參與及服務績效」與「人際溝通能力」等九類；「專業知識類」次指標包括「任教科目的專門知識（含提供完整的知識架構）」、「教學方法的專業知識（含清楚教導概念）」、「課程與教材方面的知識（包括清楚目前的學習內容與先前的學習內容及未來的學習內容之間的關連）」、「教學情境的專業知識」、「輔導方面的知識（包括了解學生的心理）」與「學習與發展方面的知識（包括精熟學生背景知識和經驗）」等六項，「教學準備能力類」次指標包括「訂定教學計畫，妥善準備教具」、「根據學生學習需求及課程標準，訂定適合的教學目標」等兩項，「教學策略與實施能力類」次指標包括「教導認知、情意及動作技能的學習與遷移」、「教材展示精確又清楚」、「運用適當教學方法的技巧」、「對教學內容的解釋、舉例之能力」、「教學內容組織能力」、「引起並維持學生的學習動機與注意力」、「教學表達能力」、「傾聽兒童說話的技巧」、「促使學生延展其思考」等九項，「教學評量能力類」次指標包括「評量兒童表現並提供回饋與指導」、「根據評量結果改進教學歷程」、「適時而正確地評估學生進步情形」等三項，「運用教學資源能力類」次指標包括「妥善佈置教學環境」、「運用多樣教學資源」等兩項，「班級經營能力類」包括「輔導學生的能力（包括輔導學生因學業及日常生活所產生的困擾）」、「指導學生遵守生活常規，養成良好行為習慣」、「教室管理的技巧（包括建立愉快的班級氣氛、建立教室常規和程序）」、「有效運用獎懲手段」、「訂定適切的班級規範」與「創造適當的學習環境」等六項，「專業責任類」次指標包括「關懷與瞭解學生」、「工作勤惰」、「教學認真」、「教育信念」、「研究進修」與「敬業精神」等六項，「校務參與及服務績效類」次指標包括「主動積極協助校務推展」、「配合學校行政詳建各項學生檔案」、「對學校活動積極參與」等三項，「人際溝通能力類」包括「同儕教師溝通交流分享互動之能力」、「和家長保持溝通互動以維持良好的親師關係」、「建立和維持師生關係」、「教師能公平、公正地對待全部學生」等四項，合計四十一項次指標。 / Since Zadeh(1965) proposed the fuzzy sets theorem and further developed the theorem from　two-value logic to continues multi-value logic, the assembly theorem had become more completed and was capable of depicting the characteristics of real problem more specifically. Because the standard structure and measuring method of teacher appraisal are both ambiguous, it is necessary to adopt an suitable fuzzy theorem for this ambiguous characteristic of teacher appraisal. The study incorporated the opinions of specialists into structural evaluation indicator based upon Fuzzy Delphi and further calculated the relative weights among each indicator by Fuzzy Analytic Hierarchy Process. The teacher appraisal not only need to quantify the indicator but also to qualify them using linguistic terms to express. Therefore, the study adopted the Chen-Hwang (1992) transfer method to transform the ambiguous evaluation terms into specific crisp scores and used the composite of fuzzy evaluation to engage the analysis of real teacher appraisal involving differentiated comparison among individual operants. The outcomes of the study demonstrated that the indicator system of teacher appraisal including teacher appraisal indicator consist of 9 major indicator and 41 minor indicator. The 9 major indicator were professional knowledge, capability of teaching preparation, teaching strategy and implementation ability, capability of teaching assessment , capability of employing teaching resource, capability of class management, professional duty, involvement of school managing and service achievement, and capability of interpersonal communication. The 6 sub-indicator in the professional knowledge category includes professional knowledge of the specific discipline with a comprehensive knowledge structure, professional knowledge of teaching methods included a lucid teaching concept, professional knowledge of class and teaching material included understanding of the connection between the current and future learning contents. professional knowledge of teaching situations, professional knowledge of consulting included understanding of student psychology and professional knowledge of learning and developing included awareness of student background knowledge and experiences. There were two sub-indicator in the capability of teaching preparation (making a teaching agenda and preparing teaching tools, and planing a proper teaching goal based upon student learning need and class standard. The 9 sub-indicator in the teaching strategy and implementation ability were, understanding of guidance and learning and transferring of mental and physical skills, demonstration of teaching material precisely and clearly, employment of proper teaching skills, the interpretation of teaching contents and exemplification faculty, ability to organize teaching contents, inspire and maintain learning motivation and attention of student, faculty of teaching expression, listening skills concerning the child talk, and stimulate the extension of student thinking. The 3 sub-indicator in capability of teaching evaluation were, evaluation of child perfor-mance in order to render guidance and feedback, rescheduling the teaching agenda according to the evaluation outcomes, and accurately and timely evaluating student progression . The capability of employing teaching resource category consisted of implementing teaching environment congruently and adopting diversified teaching resources. The 6 sub-indicator in capability of class management were faculty of student guidance (consulting the student problems causing by class-learning and everyday activities), lead students to fellow the normal rules and to keep righteous behavior habits, class room managing skills ( establish an amicable classroom atermosphere and the classroom guidelines and procedures), proper employing award/ punish system, making the proper classroom paradigm, and create suitable learning environment. The 6 subindicator in professional duty were concerning and understanding students, working habits, teaching sincerity, teaching believe, advancing research, reverence to occupation, The 3 subin-dicator in involvement of school administration and service achievement were, actively assisting the school administration to implement, cooperating the school administration to establish the student records, actively engaging the school activities. The capability of interpersonal communication category composed of 4 subindicator, capability of communicating and interacting with teaching colleagues, capability of communicating and interacting with student parents and maintain a good teacher-parent relationship, establishing and keeping the teacher-student relationship, treating all student with equality and fairness. The grand total of sub-indicator were 41.

近年來隨著法規與市場逐漸的開放，使得券商可以發行衍生性商品的種類也逐漸增加，而在眾多結構型商品中，不少商品其連結標的包含了多資產與路徑相依條款，可以看成投資一藍子股票且具有多個觀察時間的商品，一方面若連結資產上漲投資人將可得到一定的報酬，另外一方面同時具有下方保護的條款可避免本金嚴重虧損。 而此類商品包含了多資產連結且有路徑相依條款，在評價方面是一個高維度的問題，若使用傳統的蒙地卡羅法來評價，因其收斂速度緩慢常需秏費大量的計算時間，使得蒙地卡羅法在應用上有此缺點，一般來說可以使用對立變數法或控制變數法來改進收斂的速度，另外也可以使用低差異性數列即所謂的準蒙地卡羅法來改進收斂速度，並且準蒙地卡羅法與布朗橋結構或主成份分析法相結合還可加快收斂速度。 本文主要提供二種不同報酬型態的商品，第一個商品為低維度上入局商品，其報酬型態與障礙型選擇類似，第二個商品為連結多資產且路徑相依商品，以此兩商品來探討各種不同方法在不同報酬型態下的收斂速度與準確性，最後文中模擬的結果顯示在所有方法中，使用準蒙地卡羅法結合主成份分析法皆可以得到不錯的收斂速度與準確性。

本論文乃是藉由現代中醫科學研究，進一步指出中醫科學化的可能性及其問題。由於中醫理論十分駁雜，筆者將焦點主要集中於中醫脈診之上，藉由汪叔游和王唯工的研究，來討論中醫脈診科學化的可能性和問題。 本論文進行方式，主要可分為兩個步驟，首先針對傳統中醫理論地位的問題加以討論，其次乃是針對現代中醫實驗。 在第一步驟中，筆者提出一個理論作為科學理論所必須符合的最低標準，即是科學化三原則，分別是：可落實原則、主體際性原則以及系統化原則。藉由科學化三原則筆者嘗試論證傳統中醫並非是科學理論或是經驗有效的理論，最多僅能將中醫醫療實踐視為經驗有效的醫療診斷技術。 在第二步驟中，筆者藉由汪叔游和王唯工的實驗，來討論其經驗上和概念上的問題。藉由兩人的研究，筆者將進一步指出中醫科學化的過程中，必須經過理論的重新建構，而不是僅在於累積客觀的經驗資料就可證實中醫理論。

在各個不同的產業裡，皆有研究提出構成企業「成功」和使其具有競爭力應擁有的關鍵因素。本研究以訪談資深非營利組織領導人來歸類整理出何謂「成功」的非營利組織及其發展的關鍵成功因素，以提供給向來資源有限的非營利組織在發展過程中作為檢視，以將資源優先投入這些關鍵的領域來減少無謂的摸索和失敗的可能。 為達研究目的，選擇持續運作超過十年的婦女團體，運用深度訪談法與關鍵事件分析法（Critical Incident Technique ,CIT），依五個受訪者所提其組織發展關鍵成功因素及對彼此組織發展關鍵成功因素，以「非營利組織的使命」;「非營利組織的參與者」；「非營利組織的運作」這三個構面將訪談內容歸類整理出非營利組織發展的「關鍵成功因素」如下： *非營利組織的使命：有清楚的宗旨（使命） *非營利組織的參與者： 1.參與者的特質：主動積極、對組織使命認同、有理想性格、熱忱、具行動力 2.組織的領導者：一路堅持的靈魂人物、願意不斷成長且洞見觀瞻的領導者 3.互補又分工的合作團隊 *非營利組織的運作： 1.組織文化：平等開放、學習型組織、活力型組織 2.把訴求清楚表達的能力 3.建立公信力及獲得社會認同 4.把人當做最大的資產，對參與者採「增權」方式 5.不斷檢視社會環境變遷，依社會需要調整服務或回應需求產生新服務 6.創新的靈活策略且能結合各方資源發揮影響力 一個非營利組織從成立到成為一個「成功」的非營利組織，最關鍵的因素為組織能否部份或階段性達成當初設定的使命，所以建議領導者要不斷檢視組織的使命是否有貫徹；要不斷反省與自我提升；同時要隨時注意時事以掌握社會需求脈動。非營利組織需掌握社會各種媒介的情報，促使成員相互激盪，培養出組織的共識與新行動；重視團隊合作；連結不同組織的資源網絡及凝聚共識的過程需平等公開，不採取一言堂的方式，「增權」組織成員潛能以使其盡情發揮，使組織維持最大動能。 / Research shows that there are key factors contributing to “success” that are common across industries. This study investigated the key to success of Non-Profit Organizations (NPO) and their developments through in-depth interviews with NPO leaders. These findings can serve as developmental key learnings for other, resource-limited NPO’s, allowing them to more effectively harness available resources, thus reducing wastage due to trial and error. This research paper endeavors to organize these Critical Success Factors into easily accessible best-of-practice case studies for up-and-coming NPO’s. For the purposes of this study, the author selected five Non-Profit Women’s Associations with a least ten years of successful operations. Research methodology was depth interviews combined with Critical Incident Technique (CIT). Three main constructs were used in this process including: The mission of NPOs, NPO participants and NPO operations. This study identifies and organizes “Critical Success Factors” that all successful Non-Profit Organizations should own. The Critical Success Factors of A Successful NPO Are: 1.Well defined missions. 2.Strong Personnel/Membership Structure: a.Members of the organization will have: i.self-motivated; identification to organization missions ii.A high degree of enthusiasm iii.The ability to execute the organization directives b.A successful NPO will have Leadership with the following characteristics/skill sets: i.The spiritual leader of an NPO with an unchanging sense of mission, a strong and insight. ii.The ability to continually learn and apply those learnings to the organization. iii.A mutually supporting team that divides work up equally. 3.Strong Operations: a.Organization culture: Equal, open, focused on learning and vigorous. b.Externally it will be able to: i.Clearly articulate organizational goals and objectives ii.Create sufficient exposure to create positive awareness and opinion within society c.Internally it will be able to: i.Create “esprit-de-corps” within organization ii.Empower stake-holders to leverage their strengths d.Continual review of social changes and the adjustment of old services or the introduction of new services to meet social needs. e.Creative and flexible strategies and the ability to integrate various resources to exert influence. A successful NPO needs to accomplish the initial Mission. In order to achieve this, it is recommended that the NPO leadership continually review whether or not the organization is achieving the objectives for which it was established and conduct self-evaluation and self-improvement. The NPO also needs to be in tune with developments and trends in the society it is operating in. By making the information gleaned open and available to all members of the organization, the leadership can empower its members and contribute to a common sense of purpose, helping it achieve the maximum efficiencies and success.

我國國立高級中等學校實施校務基金之目的除了提升績效外，尚期以增進各校自籌財源之動力，以減輕政府財政負擔，自2007年起開始實施校務基金後之績效為何?值得進一步探討。 本研究係以資料包絡分析法評估各國立高級中等學校2010年至2012年的經營績效，並運用麥氏指數衡量其跨期效率變動情形，最後以Tobit迴歸分析，探討外在環境變數對校務基金實施績效之影響。實證研究結果如下： 一、總技術效率分析：2010、2011及2012年平均總技術效率值依序為0.712、0.714、0.705，表示各該年度尚有28.8%、28.6%及29.5%的效率改善空間。若將各國立高級中等學校依照類別區分，普通高中平均總技術效率表現最佳，綜合高中的表現比職業學校佳，特教學校最差。 二、純技術效率分析：2010、2011及2012年平均純技術效率值依序為0.768、0.781、0.771，表示各該年度尚有23.2%、21.9%及22.9%的效率改善空間。普通高中平均純效率表現最佳，綜合高中的表現比職業學校佳，特教學校最差。 三、規模效率分析：2010、2011及2012年平均規模效率值依序為0.923、 0.908、0.908，表示各該年度尚有7.7%、9.2%及9.2%的效率改善空間。2010年以職業學校表現最佳，2011年以綜合高中表現最佳，2012年度以普通高中表現最佳。特教學校在三個年度的平均規模效率均為最差。 四、麥氏指數分析：2010至2012年度之總要素生產力變動值均小於1，呈現衰退現象， 2010至2011年度及2011至2012年度二個跨期均呈現衰退。 五、Tobit迴歸分析：除實施校務基金的年限無顯著影響外，學校區位、校舍面積及學校成立年限等三項外在環境對學校的經營績效均具有影響。 / The purpose of national senior high schools in Taiwan implementing National Senior High Schools Operation Fund is not only improving performance, but also enhancing the schools’ self-motivation of the financial resources to reduce the fiscal burden of government. How is the performance of implementing National Senior High Schools Operation Fund since 2007?It is worthy of further study. This study is based on Data Envelopment Analysis to evaluate the operating performance of national senior high schools from 2010 to 2012. In addition, this study uses Malmquist Index to measure the efficiency changes. Finally, Tobit regression analysis is used and tried to find effects of the external environment variables on the implemenetation performance of National Senior High Schools Operation Fund. The findings of this study are as follows: 1.Overall technical efficiency analysis：the average value of the overall technical efficiency is 0.712、0.714、0.705 in sequence of year 2010、2011 and 2012, and it means that the efficiency improvement is 28.8%, 28.6% and 29.5% each year. If we evaluate the performance of national senior high schools by category, the general high schools are the best, the comprehensive high schools are better than vocational high schools, and the special education schools are the worst. 2.Pure technical efficiency analysis.：the average value of the pure technical efficiency is 0.768、0.781、0.771 in sequence of year 2010、2011 and 2012, and it means that the efficiency improvement is 23.2%、21.9% and 22.9% each year. The general senior high schools are the best, the comprehensive senior high schools are better than vocational senior high schools, and the special education schools are the worst. 3.Scale efficiency analysis: the average value of the scale efficiency is 0.923、 0.908、0.908 in sequence of year 2010、2011 and 2012,and it means that the efficiency improvement is 7.7%、9.2% and 9.2% each year. The best performance is the vocational senior high schools in 2010, the comprehensive senior high schools in 2011, and the general senior high schools in 2012, the special education schools are the worst in all three years. 4.Malmquist Index analysis: the value of the total factor productivity change is totally less than 1 from 2010 to 2012, and shows the recession .And the inter-temporal total factor productivity changes show the recession from 2010 to 2011, and 2011 to 2012. 5.Tobit regression analysis: there is no significant impact in the factor of the years of the National Senior High Schools Operation Fund, but the external factors such as the size, the history, and the location of the schools, would affect the performance of national senior high schools.