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因應全球科學園區發展的潮流，我國於1980年設立第一個科學園區－新竹科學園區（簡稱竹科），經過多年的努力，已成為世界上發展成功的科學園區之一，美國商業週刊稱之為「台灣的矽谷」，是台灣經濟發展的重要命脈，也是維持我國競爭力於不墜之重要關鍵因素。而為執行園區管理業務，由行政院國家科學委員會設立「科學工業園區管理局」，辦理相關工作及提供各項服務。 　　本研究採用文獻探討法及深度訪問法等二種研究方法，試圖就科學園區危機類型做一分類，並以危機管理四階段理論及運用「全盤型弱點管理」觀點，檢視科學工業園區管理局危機管理機制之運作，找出其脆弱度，透過跨域聯防相關理論、兩個案例經驗借鏡及相關人員深度訪談資料之歸納分析，試圖提出建構科學園區危機管理跨域聯防機制之策略，並輔以政策工具理論，作為可能面臨困境之對策，以提供科學工業園區管理局及相關單位參考。 / To meet the trend of global science parks, the first science park in Taiwan, Hsinchu Science Park (HSP), was established in 1980. After endeavored for years, it has become one of the most successful science parks in the world, which Business Week called, “Taiwan’s Silicon Valley.” It is a very important lifeline of Taiwan economic development, and a key factor of maintaining Taiwan’s competitive advantage. Under the jurisdiction of the National Science Council, the Science Park Administration (SPA) is given the responsibility of developing, operating and managing the park. This study adopts two research ways: literature review method and interviewing method, and attempts to classify the crisis type of the science park. Based on the four steps theory of crisis management and the point of view of “Comprehensive Vulnerable Management,” it is to inspect the operation of crisis management of Science Park Administration to find out its vulnerability. Through the generalization and analysis of the related theory of joint defense across boundary, two cases review and related further interview, it attempts to set a strategy for joint defense across boundary of the science park, assists with policy instruments theory to offer a solution for coming difficulty, and to be a reference for Science Park Administration and related organizations.

人文與社會科學引用資料類型反映了人文社會科學研究者的資料使用行為，進而突顯其出版作品之資料類型的重要性。學術研究之發展會隨著時間的進展而發生變化，因此，本研究以2000年與2009年為主要研究範圍，以二個年代加以比較各學科引用資料類型之差異。探討各學科引用文獻之資料類型、各學科引用圖書與期刊之變化及其是否因期刊性質與年代不同而有差異。所以，本研究亦將探討各學科期刊引用文獻老化現象，並進一步以期刊性質與年代加以比較，期能幫助研究人員與專家學者對於人文社會科學領域使用資料之行為更加了解，並協助圖書館館藏發展與管理的工作。 研究結果如下：1.人文與社會科學引用參考文獻分析(1)人文學以圖書為主要引用資源，社會科學以期刊為主；(2)評述型期刊的引用文獻數量較高；(3)人文學科的研究型期刊與評述型期刊多引用圖書資源，社會科學中多引用期刊資源；(4)不同年代的人文學評述型期刊與研究型期刊主要引用資料為圖書、期刊；社會科學不同年代的研究型期刊主要引用圖書及期刊資源，評述型期刊引用較多的是圖書與電子資源。2.人文與社會科學引用文獻老化現象呈現出(1)被引用圖書的文獻老化時間較長，其中又以人文學的圖書文獻老化所需時間比較多；(2)人文學的引用圖書資源的出版年份久遠，近期與過去出版的文獻皆有引用，文獻老化程度較不顯著；(3)人文學各學科的被引用期刊半衰期可達13年至19年；另一方面，社會科學各學科被引用期刊半衰期可達7年至19年間；(4)研究型期刊之文獻老化現象中，人文學科的引用年代偏向年代較早的文獻，傾向引用6年至22年的參考文獻作研究，而社會科學者經常引用出版6至11年的文獻；(5)評述型期刊之人文學科的引用年代傾向於引用12年間的參考文獻作研究，而社會學科學者經常引用出版8至10年的文獻；(6)研究表現出研究型和評述型期刊的類型並不完全影響該學科的文獻老化程度。 本研究結果可應用於規畫重要的期刊文獻類型，有助於圖書館或相關研究單位評估人文與社會科學的相關館藏是否足以支援研究，並且藉由與其他領域的老化速度之比較，作為為採購資料之時效性以及期刊裝訂時的必要考量。同時可將研究分析應用於人文社會科學學者的學術資訊需求與特性，藉以提供研究人員完善的資訊服務，由文獻老化速度可以知道學科的發展情形，可作為人文與社會科學學者館藏研究規劃之參考。 / The Humanities and Social Sciences reference categories reflect the use of information of the researchers and highlight the importance of the publication categories. The development of academic research changes over time. Therefore, taking 2000 and 2009 as the major research areas, the study compares the difference between each discipline referring categories. The study also researches the references patterns of different disciplines, the change of referring monographs and journals in different disciplines, and whether they change the pattern due to the transformation and aging of these reference books and journals. Consequently, this study will also probe into the Literature Obsolescence in various references categories of different disciplines, and furthermore to compare the nature and years of journals, hoping to help researchers and experts in humanities and social sciences to understand the information research behavior better and to assist the Library collection development and management. The results are as follows: 1.The analysis of Citation and Reference in Humanities and Social Sciences (1)the humanities mostly refer to monograph, and the social sciences mostly journal; (2)Review journal is in a higher number of citations; (3) research and review journals of Humanities cites more monograph resources, and social science journals resources; (4)Reference materials of review and research Journals of Humanities in different generations are mainly monographs and periodicals; research journals if social sciences in different years more cites in monographs and periodicals, while review periodicals prefer to reference more monograph and electronic resources. 2. Humanities and Social Sciences Citation Literature Obsolescence reveals that (1)the cited monographs take longer for obsolescence, among which monographs in Humanities take more time; (2) the cited monographs in humanities has published from long time ago. Cited recent and past literature, citation literature of aging are less significant. (3) The half-life of the cited journal of each discipline in the humanities is up to 13-19 years. On the other hand, the half-life of Journal reference in social sciences disciplines are up to 7-19 years; (4) About the Literature Obsolescence of research journals, the humanities tend to the refer literatures in earlier years, from past 6 to 22 years, while the Social Sciences often cited published literature published from 6 to 11 years ago; (5) Review journals in the humanities tend to quote the reference materials of past 12 years for research, and social science scholars frequently cited literatures published from 8 to 10 years ago; (6) The study demonstrated the research and the review types of periodicals are not completely affect the academic literature aging. The results can be applied to planning an important type of journal, contributing to the libraries or related research units to assess if the humanities and social sciences collection sufficient to support. Furthermore, by the comparison of other areas in speed of aging, this study also can be a necessary measurement for the timeliness of procurement and for the periodicals binding. Meanwhile, the analysis can be applied to the behavior and characteristics of academic information requirement of humanities and social sciences scholars, in order to provide researchers a complete information services. From the speed of Literature Obsolescence, scholars can acknowledge the development of a subject. It can be used as the reference in humanities and social sciences collection planning.

國家科學委員會（簡稱國科會）於志願服務法推展下，自2002年開始啟動科學志願服務工程計畫，是我國具原創立意的創新性志願服務，其以跨領域的科學普及與社會關懷為目標；並自2005年開始，設立補助機制與管道，邀請民間單位共同參與志工培育與科學普及服務工作。面對全球資源短缺下，跨部門治理合產以及志願服務促進公民社會發展之重要趨勢，本研究以國科會補助科學志工團隊計畫為探討情境，瞭解國科會與民間非營利組織之資源交換下，其形構之政策網絡與服務內涵，以檢視補助機制是否回應非營利組織需求。 本研究主要採取深度訪談法、次級資料分析法、參與觀察法，應用鉅觀之Marsh & Smith政策網絡辨證途徑模型非營利組織觀點修正架構，嘗試釐清該補助機制之運作與困境。研究發現科學志願服務乃回應志願服務法規，透過層級委辦與補助途徑，跨部門輸出科學知識轉譯、科學知識建構之服務，交構科學志工之公民知識權內涵。而承辦之國家高速網路與計算中心應用行動者優勢，發展線上平台，提昇國科會科學志工補助機制效率。對於整體資源配置與運用而言，審查委員背景以及其對於科學性之詮釋、團隊計畫書內容品質、以及財務管核體系等，皆影響非營利組織推展科學志工計畫。此外，在公部門有限資源下，團隊組織展示了其專業力、聯結力、培植力優勢；然而，跨部門之間網絡互動連結性弱，對非營利組織來說，整體機制之政策參與度空間有待拓展。 因此，本研究建議應採取策略聯盟行動，強化網絡緊密性，並藉此提昇服務效益，擴散全民受益。最後，則應回歸政策參與管道之建置，以孕育互為主體之跨部門協力溝通場域。 / With “The Volunteer Service Act”, National Science Council (NSC) has developed original Science Volunteer Program since 2002, which is applied to promote the development of science, education and humanities. In order to expand the science volunteer effect, NSC drawn up the subsidy policy in “The NSC Executive Plan for Promoting Science Volunteer”. The subsidy process of Science Volunteer Program practice cross-sectoral partnership between NSC, National Center for High-performance Computing (NCHC), and Non-Profit Organizations (NPOs), and the research takes the perspective of NPOs to examine the subsidy mechanism for Science Volunteer Teams of NSC. Applying the method of in-depth interview, secondary data and participatory observation in the Marsh & Smith Dialectical Approach of policy networks theory, the research finds that science volunteers are both science knowledge interpreters and makers, which devotes to citizen scientists in Taiwan. About the subsidy mechanism and resource dependence, the plan book, reviewers and financial management from NSC affect the development of Science Volunteer Teams. Besides, the network between NSC, NCHC and NPOs is not strong; and policy participation is also expected to improve. Thus, the research suggests that NSC could modify the interactive manner and take strategic alliance to enhance the beneficial result of interdisciplinary collaborative from different excellent NPOs.

為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。

本研究分別利用書目對分析與共被引分析的方法，以資訊科學重要期刊之高引用期刊、作者與高被引期刊、作者作為研究對象，建構1991年至2010年之資訊科學知識地圖與研究前鋒。知識地圖的建構，採用文獻內容探勘工具(Content Analysis Toolkit for Academic Research，簡稱CATAR)作為分析工具，利用Web of Science下載書目資料，進行期刊與作者之書目對分析，以了解資訊科學高引用期刊與作者的叢集情況，進而探討資訊科學的知識結構。研究前鋒的建構則是透過Web of Science檢索共被引分析之數據，了解高被引期刊與作者之叢集情形，進而探討資訊科學之核心議題。 研究結果歸納如下： 一、資訊科學領域主要分成圖書資訊學與電腦科學兩大範疇。 二、資訊科學領域有跨學科之性質，許多期刊與作者研究的範圍不限於資訊科學領域，還包括了電腦科學、心理學、管理學、語言學、歷史學等。 三、資訊科學領域的共被引次數普遍偏低。 四、資訊科學領域核心議題的主要範圍為圖書資訊學、電腦科學、資訊科技與管理領域，子主題包含線上資訊、資訊檢索、資訊尋求行為、人機互動、自動化分類索引、書目計量學、科學計量學、網路計量學、引用文獻分析、研究前鋒研究、資訊視覺化、數位圖書館、資訊素養、圖書館服務、學術圖書館、科學計量學、電腦工程、電腦通訊、網際網路、資訊科技、資訊系統、管理。 五、1991年到2010年間，圖書館與資訊服務的自動化和資料庫設計與管理這兩個主題，在資訊科學領域中漸漸式微。 本研究結果可看出資訊科學的知識結構與研究前鋒，可應用於館藏規劃與評估，檢視圖書館的資訊科學領域館藏是否完整，並提供資訊科學領域的學者觀察學術研究趨勢之用。 / Through bibliographic coupling and co-citation analysis, this study builds on the knowledge map and research front of information science fields from 1991 to 2010. First, this research use CATAR which based on journal bibliographic coupling analysis and author bibliographic coupling to analyze the high citing journal and author in information science, and plot knowledge map on the subject of Information Science. Second, this research use journal co-citation analysis and author co-citation analysis where journal and author citing co-citation clusters to build the research front of Information Science. To result of the study reveal that： 1. Library and Information Science, Computer Science are the main disciplines in Information Science area. 2. The field of Information Science has the nature of interdisciplinary. The research area of any journals and authors are not limited to Information Science, and even likely to go beyond the subject of other disciplines, such as: Computer Science, Psychology, Management, Linguistics, History, etc. 3. Co-citation frequencies of Information Science high cited journals and authors are low. 4. The core area of Information Science field is Library and Information Science, Computer Science, Information Technology and Management. 5. During 1991 to 2010, library and information service automation, and design and management of database have been declining.

科學概念若能有效地普及於社會大眾，可以加速跨領域知識的整合創新、提高國家的創新經濟產能，並促進社會間的對話與發展想像。因此「科學普及」（以下簡稱「科普」）是全球許多國家推動知識工程的基礎。 所謂「科普」，是把科學研究的結果用一種比較含糊的轉譯方式提供給大眾，目的在於對公眾進行教育（educate）、說服（persuade）與溝通（communicate），讓大眾能學習理解科學的內涵（learned）、具有科學思辨的能力（competent）並能夠以科學精神參與社會事務（function-in-society）；傳播媒介則是科普最好的載具。然而，科普的工作一直都有傳播內容過於生硬難懂、望之生畏的困境，無法真正達到普及的效果；學者們認為主要包含科普內容文本、讀者理解以及科學家參與推廣等層面的問題。 本文藉由量化的研究方法初探「科普讀物的圖文呈現形式」在傳播效果上對讀者「認知資訊負荷」、「態度」及「理解」的影響。同時，將讀者的「涉入感」與「先備知識」納入變項，探究讀者「涉入感」與「先備知識」的差異對於科普讀物傳播效果的影響程度。 研究者以「奈米保養化妝品」為實驗科普訊息主題，針對臺灣大學及淡江大學合計507 名的大學生，進行不同形式的科普讀物訊息實驗，並以問卷量測受試者對科普訊息主題的涉入感、先備知識，以及閱讀實驗科普訊息之後，對該訊息內容的認知資訊負荷、態度及理解程度。經過資料整理及統計分析，得到本次實驗相關結果與發現如下： 一、 本次實驗中的科普訊息使用不同圖文呈現形式，但在依變項的傳播效果上並沒有顯著的差異，顯示科普訊息的文字與圖像其實可以各自獨立。 二、 科普訊息的涉入感及先備知識均高度影響閱讀科普訊息時的認知資訊負荷、態度與理解程度；認知資訊負荷較小的科普文本，其傳播效果較好。 三、 不同性別的閱聽人，在閱讀科普訊息的認知資訊負荷、態度及理解程度上均沒有顯著的差異，打破一般認為女性不擅長科學的刻版印象。 四、 理工背景學生在閱讀科普訊息時的認知資訊負荷明顯較小，在理解程度及態度上較非理工背景的學生表現僅為稍佳。 此外，本研究發現，新世代的資訊使用行為可能受網路閱讀行為的影響，因此對科普訊息的取用方式，已轉向使用篇幅短、取用彈性大的訊息內容服務；傳統科普傳播講究循序漸近、結構完整的知識傳遞方式，如何因應新世代的資訊使用行為而調整，是未來所有科普傳播工作者思考創新發展的重要方向。 / Popular science, sometimes called science popularization or literature of science, is to transfer and translate the concepts or results of scientific researches to the public in a comparatively vague manner. It aims at educating, persuading and communicating, so that the public could be learned in understanding science, be competent in scientific thinking and be able to function in the society with a scientific spirit. The mass media is absolutely the best channel for popular science. However, most contents of popular science are very difficult to understand, and this has put popular science in a dilemma and couldn’t be “popularized” at all. Scholars believe there’re three main factors influencing the achievement of popular science: the content design, the comprehension of readers, and the participation of scientists. This article based on quantitative methods attempts to make a preliminary inquiry into the communication effect of popular science reading materials with different presentation of graphs. The audience’s “cognitive loading”, “attitude” and “understanding of the science concepts” are observed and their “sense of involvement” and “prior knowledge “ are taken into account as variables. The experiments were conducted at 2 universities in Taiwan in June, 2010. There’re 507 students exposed to 3 different types of nanoscience reading. The result indicates: 1) The communication effect of popular science’s texts and pictures could be independent from each other. 2) Audience’s sense of involvement and prior knowledge both significantly influence their cognitive load, attitude and comprehension. 3) Audience of different genders shows no significant difference in understanding popular science messages.

中科三期（后里基地-七星農場）自2006年的環評審查之始即爭議不斷，但最終仍在四個月內速審通過，6月30日於第142次環評大會以一階有條件通過作結，爾後地方民眾不服提尋求司法救濟；2008與2010年初台北高等行政法院與最高行政法院據認為中科三期的環評結論係「出於錯誤事實認定或不完全之資訊」，對地方環境有重大影響之虞，將2006年的環評結論撤銷。伴隨廠商的土建施工、營運量產，2010年展開的中科三期二次環評更引發社會各界關注，即便如此，2010年8月31日的第197次環評大會，仍然第一階段即有條件通過。中科三期這個似乎不可治理、也無法治理的環評爭議便一直縈繞在身為研究者、亦是倡議者的筆者心中。 筆者認為若沒有深刻討論環評決策的特殊脈絡，公民參與的強調雖然仍屬重要，但很可能會落入「加強溝通」之概念而模糊了對於環境爭議根本上的檢視，在現今面對諸多重大環境爭議的公民參與困境之下，要理解公民參與的不足，首先要先釐清專家、科學知識和公共決策間的關係。科學知識和專家角色在環境決策中的角色自1990年代以後的美國即被廣為討論(Jasanoff,1990; Douglas, 2009; Keller, 2009; Ascher, Steelman and Healy, 2010)，本文即延續科學知識和公共決策的分析脈絡，欲解構中科三期的環評爭議。除把握環評會場等各種參與觀察機會的場域、中科三期后里基地的實地走訪，以及對相關專家、環評委員的深入訪談取得質性資料外，也藉由環評會議資料、影像記錄、環境影響說明書等二手資料進行資料蒐集和分析。 本文於第四章深描中科三期2010年二次環評時專案小組、專家會議的審查歷程，並進一步檢視環保署環境治理的認識論；第五章從制度層面檢視造成環評審查困境的結構因素，並於第五章第三節對現行環評制度提出建議。最後於第六章提出｢中科三期環評過程中，環保署是在解決衝突、並非釐清爭議｣、｢環保署『政治與科學分離』的知識論限制環境治理的想像｣和｢目的事業主管機關應承擔開發許可之責任｣等三項研究結果；並針對｢經濟開發促進國家繁榮的舊思維，是牽連環評爭議的根源｣、｢專家角色與定義的扭轉｣和｢『民主』能讓『專業』更『專業』｣三個層面進行延伸討論。

本研究的主要目的，在於了解二專學生的自我調整學習及自我調整學習教學之效果。研究中除探討二專生自我調整學習所涉及之重要歷程與因素、檢視自我調整學習與學業表現之間的關連外，並驗證融入式自我調整學習策略教學之效果。 本研究採文獻探討與實證研究二部分進行之。首先，就自我調整學習之概念、理論與相關研究進行文獻分析，據以形成二專生自我調整學習之研究架構，而後，進行實證研究考驗之。實證研究方面，分別進行問卷調查及教學實驗二項研究，問卷調查係針對目前二專各類科學生進行抽樣調查，有效樣本1717人，分析並比較其於國文科的自我調整學習情形及學業表現；教學實驗則採準實驗設計，以二專四個班級共222名學生為對象，將自我調整學習策略教學融入實驗組之心理學課程之中進行之，分析並比較實驗組(N=110)與控制組(N=112)之自我調整學習及學業表現。 本研究根據研究發現，獲致結論如下： 一、 二專生的自我調整學習，主要包括學習的動機信念與學習策略的使用二個重要歷程，且此二歷程密切關連。 二、 二專生的自我調整學習策略，主要包括認知策略與意志控制策略二類，且此二類策略密切關連。 三、 二專生的個人變項會影響其自我調整學習。 四、 二專生的自我調整學習會影響其學業表現。 五、 自我調整學習策略教學可融入二專學科課程之中。 六、學習回饋為融入式自我調整學習策略教學之重要關鍵，應同時兼顧學習結果及學習歷程之回饋。 七、融入式自我調整學習策略教學可增進二專生自我調整學習策略的使用，並提昇其學業表現。 最後，本研究依據研究結論，提出對二專教師、學校、教育主管機關及未來研究之建議，以作為二專教學、教育政策實施及相關研究之參考。 / The main purpose of this research was to investigate the self-regulated learning of two-year junior college students and the effects of self-regulated learning intervention. In this research, the important processes and factors involved in self-regulated learning of two-year junior college students as well as their relationships with academic performance were examined. Besides, it validated the effects of integrated self-regulated learning strategy instruction. Employing both literature and empirical researches. It analyzed the concepts, theories, and relevant studies of self-regulated learning on the literature to construct the study framework first, and conducted empirical studies to validate it afterwards. The empirical studies included a survey as well as a teaching experiment. The survey resulted a valid sample totaled 1717, out of a random sample of the current two-year junior college students. The self-regulated learning and academic performance on Chinese learning were analyzed and compared. The teaching experiment was a quasi-experiment. With four classes totaled 222 as subjects; the experiment embedded strategy instruction in the Psychology curriculum of experiment group. The self-regulated learning and academic performance of both experiment group (N=110) and control group (N=112) were analyzed and compared. According to the findings, the conclusions were rendered as follows: 1. The self-regulated learning of two-year junior college students mainly consisted of two important processes: the motivational belief and the use of learning strategy. The two processes were interrelated. 2. The self-regulated learning strategy of two-year junior college students mainly consisted of two kinds of strategies: the cognitive strategies and the volitional control strategies. The two kinds of strategies were interrelated. 3. The personal variables of two-year junior college students would affect their self-regulated learning. 4. The self-regulated learning of two-year junior college students would affect their academic performance. 5. The self-regulated learning strategy instruction could be integrated in the curriculum of two-year college. 6. Learning feedback was the key factor in the integrated self-regulated learning strategy instruction. It should include learning result feedback and learning process feedback. 7. The integrated self-regulated learning strategy instruction could improve the use of self-regulated learning strategy and academic performance of two-year junior college students. Finally, based on the conclusions, it provided concrete suggestions for two-year junior college instruction, relevant educational policies, and further studies.

本研究針對台灣各大學人文及社會科學領域發表於Web of Science之SSCI、A&HCI引文索引資料庫所收錄之文獻，以書目計量學探討台灣各大學人文及社會科學領域學術生產力之研究，並針對人文及社會科學領域不同學門其學術生產方式加以分析。 依據科技部之學門分類，將人文學與社會科學領域分為21類，分別統計各領域產出相關之情形，以管理學一產出6,876篇最高，而管理學一領域同時也是產出學校數（122所）最多的領域，且以平均產出56.36篇也是最高，顯示管理學一領域相關科系為目前社會科學領域產出之主要科系。人文學與社會科學各領域文獻單一作者與多作者文獻篇數作統計結果發現，各領域間以多作者共同產出文獻為主，僅少部分領域單一作者比例高於多作者比例，以各領域平均作者人數而言，如以四捨五入後為1位者，僅文學一與哲學兩個領域，在全部21個領域中最為接近單一作者產出。其餘19個領域平均作者人數皆大於1.5人。 本研究結果為台灣各大學人文及社會科學領域學術生產力提供一個概括呈現，並協助高等教育評鑑對於全臺灣各大學社會科學領域，學術生產力概況有一背景瞭解，作為日後之評鑑參考。 / This study aims to investigate the scholarly productivity of the humanities and social sciences in Taiwan’s universities by employing a bibliometric methodology. The research data are retrieved from SCI and A&HCI database via Web of Science. In addition, this study reveals the academic production regime in different disciplines under humanities and social sciences. According to the academic classification by the Ministry of Science and Technology in Taiwan, this study is conducted to divide the humanities and social sciences into 21 disciplines, collect the statistical data, and analyze the output in all the disciplines as well. The findings are as follows. Manegement I, with an output of 6,876 articles, leads in quantity of academic papers. Furthermore, Manegement I is also the most highly productive discipline in the fields of humanities and social sciences by the research papers from 122 colleges. As for numbers of average output papers, the discipline Manegement I, again, indicates that it is currently the main department in social science fields; an average output of 56.36 papers is the highest productivity. Compare the multi-author documents with the sole author articles in humanities and social science fields; it is statistically found that, the majority are multi-author papers among the disciplines. Only a small proportion of single-author articles in some areas, the ratio are higher than that of the multi-author documents. In the analysis of the average numbers of authors after rounding to the nearest integer, Chinese Literature and Philosophy, with the average number of author--1, are the only two disciplines which are close to single-author output in all 21 disciplines. The average numbers of authors in the 19 remaining fields are more than 1.5 persons. The results of the study may draw an outline for the scholarly productivity of the humanities and social sciences in Taiwan’s universities. This thesis, on the other hand, may suggest an overview for the further evaluation of the higher education in Taiwan, by building background knowledge for the disciplines under the humanities and social sciences in the universities.