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近十年來全國大專院校的快速增加，教育市場供給的大學生遠超過市場需求，近幾年已有供需失衡的狀況。私立大學為一特殊型之文教財團法人，受到私立學校法及大學法之規範，政府核准設立私立大學後，一直採取各種限制措施，由於限制過多，且缺乏市場競爭及淘汰的機制，加上教育資源偏重於公立學校，教育資源分配嚴重失衡。 過去在營利事業之財務危機研究中指出以傳統財務性指標建立財務危機預警模型，可以獲得良好之危機預警模型。相同於一般企業市場化宗旨，本研究依照研究結果用在私立大專院校，觀察學校之財務性指標是否也如營利事業研究結果一樣對於危機預警模型具有區別能力，藉以探討建立出適合台灣的退場機制。 本研究以94學年度有系所未通過教育部評鑑系所的學校設定為危機學校，通過教育部評鑑系所的學校設定為正常學校，本研究學校樣本為27家，通過評鑑的正常學校樣本為14家，有系所未通過評鑑的危機學校樣本為13家，依此建立Logit模型。 以2006-2007年樣本學校之財務變數與學生比率變數建立起財務預警模型，發生危機當年與發生危機前一年之正確區別率均頗高，再依據加權效率性之分析，決定模型最佳臨界點。問題年度最佳之臨界點為0.5，其正確區別率有0.92，對於本研究27個樣本學校中可以正確判定出正常學校或是危機學校的有25家。由以上結果可以得知用學校財務變數所建立之財務危機預警模型具有區別力。

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University of Macau / Faculty of Education

本研究旨在探討大專技職校院學校組織文化與學校效能之關係，並從不同人口背景變項與學校環境變項之教育人員其學校組織文化與學校效能知覺之差異情形及其兩者之關係強度。 本研究採用文獻分析法與調查研究法，根據研究目的、研究問題及文獻探討結果，編製「大專技職校院組織文化與學校效能調查問卷」進行預試，並依據因素分析結果編製正式問卷進行研究。本研究之研究對象為服務於台灣省、台北市、高雄市之大專技職校院之教育人員。為達到普遍性及全面性之效果，本研究樣本範圍遍及台灣地區九十所大專技職校院，總樣本為540人，每校抽樣比例上分別為校長1人、各處室主任2人、教師代表3人共6人。有效回收問卷共434份。問卷調查結果採用描述性統計、皮爾遜積差相關、t檢定、單因子變異數等統計方法進行分析。 本研究之主要發現如下： 一、大專技職校院人員對學校組織文化與學校效能知覺程度為中上程度。 二、就個人背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）男性大專技職校院教育人員之學校組織文化知覺高於女性；（二）不同年齡大專技職校院教育人員之學校組織文化知覺差異不大；（三）高學歷之大專技職校院教育人員擁有較高之學校組織文化知覺；（四）資深之大專技職校院教育人員之學校組織文化知覺高於資淺者；（五）男性大專技職校院教育人員之學校效能知覺高於女性；（六）不同年齡之大專技職校院教育人員之學校效能知覺沒有顯著差異；（七）高學歷之大專技職校院教育人員擁有較高之學校效能知覺；（八）資深的教育人員對學校效能的知覺顯著高於資淺者。 三、就學校背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）公立或私立學校之教育人員其學校組織文化知覺普遍上並沒有差異；（二）規模較小的大專技職校院人員在組織文化之「組織氣氛」與「組織認同」層面的知覺高於規模較大的大專技職校院人員；（三）不同學校位置的大專技職校院人員對學校組織文化的知覺沒有顯著差異；（四）學校歷史較久的大專技職校院人員之學校組織文化知覺高於學校成立歷史較淺者；（五）公立大專技職校院人員整體學校效能知覺高於私立學校大專技職校院；（六）規模較小的大專技職校院人員的學校效能知覺高於規模較大的大專技職校院人員；（七）不同學校位置的大專技職校院人員其學校效能知覺並沒有差異；（八）不同學校歷史的大專技職校院人員其學校效能知覺有顯著差異。 四、學校組織文化與學校效能之間關係密切。 依以上之研究發現，本研究對主管教育行政機關、大專技職校院與未來研究分別提出以下建議： 一、對主管教育行政機關之建議： （一）應調整公私立學校教育資源不均，讓公私立學校的學生享有相同的資源。 （二）應提升大專技職校院之教育與服務品質。 （三）應開放私立大專技職校院更多的自主空間。 二、對大專技職校院之建議： （一）應重視組織成員在學校所扮演的重要角色，營造學校良好的組織氣氛，產生組織認同，以提昇組織整體效能。 （二）應提供組織成員多參與學校行政校務的歷練機會，以提昇組織成員對學校組織文化與學校效能的知覺。 （三）應佈置優質的教學環境以提昇學生的學習表現，營造學校有效的學習的組織文化以提昇學校效能。 （四）應塑造優質學校文化，營造有效能的學校經營。 （五）落實合作訓練制度，發展組織成員間同僚學習及經驗傳承。 （六）應鼓勵組織成員進修，並建立完善之進修制度。 （七）應提昇組織成員對學校的認同感。 （八）歷史較悠久之學校應避免組織核心僵固窘境之發生。 三、對未來研究之建議 （一）研究對象方面，建議擴大研究群體（可納入家長）。 （二）研究變項方面，建議納入其他變項進行分析。 （三）研究方法方面，建議兼採質性研究。 （四）研究工具方面，建議再進一步加以改良。 / The purpose of this study was to explore the relationship between organizational culture and school effectiveness. The differences between organizational culture and school effectiveness were tested by various demographic variables and environmental variables. Moreover, researcher probed the relational intensity between school culture and effectiveness. The study was conducted with survey study as well as literature reviews. According to the result of literature review and the purposes and issues of this research, a 5-point Likert-like scale was compiled and used as a research tool for data aggregation after the process of factor analysis. The scale was sent to 540 Junior college’s personnel (including the principal of junior college, 2 assistant principals and 3 college teachers) of ninety junior colleges in Taiwan. 434 valid questionnaires were returned and analyzed by SPSS 12.0 for Windows at .05 significant level. Statistics methods such as descriptive statistics, Pearson Relations, t-test and one-way ANOVA were used to data analysis. The notable findings of this research were listed below: I. The perceptional levels of school culture and school effectiveness of personnel of junior colleges were all above average. II. The differences between organizational culture and school effectiveness which were validated by various demographic variables: (I)The perception of school culture of male college personnel are significantly higher than female college personnel; (II)The college personnel that at different age show no difference between their perception of school culture; (III)The college personnel that with higher education background have stronger perceptions of school culture; (IV)The senior college personnel have higher perceptions of school culture than the junior college personnel; (V) The perception of school effectiveness of male college personnel are significantly higher than female college personnel; (VI) The college personnel that at different age show no difference between their perception of school effectiveness; (VII) The college personnel that with higher education background have higher perceptions of school effectiveness; (VIII) The senior college personnel have higher perceptions of school effectiveness than the junior college personnel. III. The differences between organizational culture and school effectiveness were validated by various environmental variables: (I)The college personnel in public or private junior colleges showed no difference in the perception of school culture; (II)The college personnel who served in small-scoped colleges had higher perceptions of school culture in the dimensions of ‘organizational atmosphere’ and ‘organizational identification’. (III) The college personnel who served in different locations showed no difference in the perception of school culture; (IV) The college personnel who served in colleges with a long history had higher perception of school culture; (V) The college personnel in public colleges had higher perception of school effectiveness; (VI) The college personnel that served in small-scoped colleges had higher perceptions of school effectiveness; (VII)The college personnel who served in different locations showed no difference in the perception of school effectiveness; (VIII) The college personnel who served in colleges with different history showed significant difference in the perception of school effectiveness. IV. Organizational culture of school and school effectiveness are strongly related. Based upon the findings, several recommendations were made: I. Proposals to superior authorities :(I) The private and public junior colleges should endow with the same educational resources; (II) The quality of junior colleges should be promoted; (III) The private junior colleges should be deregulated and given more autonomy and freedom. II. Proposals to junior colleges: (I)The junior colleges should construct cordial atmosphere and lay stress on every personnel so as to improve their identification to organization, and promote the school effectiveness; (II)The junior colleges should give the personnel chances to participate in administrative work and promote their perceptions of school culture and school effectiveness; (III) The junior colleges should build up high quality teaching environment and enhance the performance of the students; (IV) The junior colleges should emphasize on effective organizational management; (V) The junior colleges should actualize teamwork training system and develop mutual learning and knowledge sharing of organizational personnel; (VI) should encourage in-service training and build up integrated system of training; (VII) should enhance the identification of organizational personnel; (VIII) should vitalize organizational mechanism and avoid core rigidity happen. III. Proposals to further research :(I)The research samples should be expanded (ex. parents); (II) More demographic variables and environmental variables should be put for analysis; (III) Qualitative studies should be adopted to make possible more in-depth awareness of the issues; (IV) The research tool should be reformed.

本文主旨為探討戰後台灣佛教僧俗關係的轉變與意涵，時間由1945年以降，並以台中蓮社、大專青年齋戒會、香光尼僧團三個中部淨律道場為個案。首先陳述1945年後的台灣宗教環境，包括大陸僧俗來台，及既有的齋教、日本佛教、民間信仰等同時並存的情形。此期間最關鍵的二者，一為中國佛教會結合政治力量主導推動的傳戒活動，二則是大陸僧人紛紛發展其「宗教專業」，於弘法新地進一步拓展其「宗教事業」，此即建立僧俗關係的重要過程。 其次，以台中蓮社、大專青年齋戒會為例，探討其於1960年代至1980年代由僧俗合作推動的佛學教育內涵，不僅引領中部地區學佛風氣，更帶動一波大專青年學佛熱潮，其造就眾多僧俗人才，包括興起於1980年代的香光尼僧團。然其中也突顯僧俗的理念差異，包括「學佛」與「佛學」的問題，及持戒、處眾的不同風格。 1980年代至今則以香光尼僧團為例，其延續大專青年學佛運動重視青年與教育的精神，以僧俗教育為志業主軸，前者以香光尼眾佛學院為基礎，培育高學歷青年尼眾，使僧團發展方向精英化；後者則以佛學研讀班提供一般大眾基礎佛學教育，在該場域中僧俗間具體化為師生關係。由這些基礎進一步針對跨地域性信徒網絡的說法提出檢討，本文認為跨地域性的網絡確實存在，但未有明顯的信徒性質。 經由分析上述三個個案的僧俗關係，本文認為僧人專業化的取得與應用使宗教成為社會專業分工的一環，並因教育政策而漸具學科性質，僧人為「宗教師」的身分雖仍屬宗教範疇，但其「師」的角色顯然有世俗倫理的意涵，異於傳統以宗教薰陶人之完整性、作為終極關懷的神聖概念。 由本文觀察可見，戰後刻意分別的僧俗至今又再度交錯。雖然當前人間佛教風潮似乎為俗人地位之提升帶來新契機，但僧俗關係尚需更多的對話與經驗累積以縮小理想與實踐的落差，並予以僧俗彼此刺激及適應的機會。

University of Macau / Faculty of Social Sciences. / Centre for Macau Studies

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education