本研究旨在探討我國政府對私立大學校院獎補助政策之相關問題，期藉由本研究所獲得之結果提供政府規劃及執行私立大學校院獎補助制度之參考。 為達成此一目的，本研究採文獻分析及比較分析之方法蒐集相關文獻及各國政府統計資料，探討國內外大學教育發展過程中私立學校的發展定位，並分析由於大學教育環境的轉變對於私立大學校院發展定位所造成的影響，同時探討政府對於私立大學校院提供獎補助的基礎，進而以私立大學教育發展最具特色而分別代表不同典型的美國、英國及日本三個國家，分析其私立大學校院發展之現況以及其政府對私立大學校院獎補助之辦理情形與發展趨勢，藉此與我國私立大學校院發展之情形及政府獎補助狀況做比較分析。 根據本研究的結果有幾點重要的發現： 一、由於大學教育自由化及普及化的趨勢，私立學校在大學教育扮演的角色日益重要。 二、政府對私立學校所提供的獎補助方式及範圍，因各國不同的社會政治及教育環境背景而有所不同。但共同的趨勢則是逐漸重視教育機會的公平性、市場機能的發揮及獎補助的實質成效，並逐漸加重受益者對教育成本的分攤，及學校財務自主的責任而降低政府對教育成本分攤的比重。 三、我國政府對私立大學校院的政策，從早期的消極性監督管理逐漸轉變為積極性的輔導協助。近年來將私立大學校院的獎補助列為政府施政及調整教育資源分配的重點，對於私立大學校院的發展確實已經發揮一些具體的成效。 四、基本上，我國政府對私立大學校院的獎補助只偏重於資源分配的公平性考量，並未清楚釐清對私立大學獎補助的目的及功能及其相關之問題，對於學校的保障更甚於對學生的保障，對於大學教育的長遠發展及教育市場的自由化助益有限。 根據研究之結論，本研究以實務的觀點提出幾點建議，供政府相關部門規劃私立大學校院獎補助政策之參考。 一、政府應釐清對私立大學校院獎助與補助之目的。 二、在補助方面政府應更重視對學生直接的補助，而非對學校辦學的補助。 三、政府對學生提供之就學補助應配合學生的需求及能力，採取不同的標準及方式。 四、對私立大學校院之獎助應建立更公平客觀之評量依據。 五、政府應著力於營造有利公私立大學校院公平競爭的環境，並建立淘汰的機制，而非給予制度的保障。 六、私立大學應建立更多元自主的財源管道，政府則應在相關的制度上提供必要之協助。 七、大學運作應更透明化、公開化，以社會的監督取代政府的管制。 / The study was trying to analyze Taiwan government's granting policy to private colleges and universities. The results could provide a direction to the Government in making and implementing the granting policies. The study used the methods of secondary data analysis and comparison analysis to collect the related data and statistical data of other countries, and discussed the role of private colleges and universities in the higher education development in Taiwan and other countries, and the effects of the changes of environment of higher education to the role of private colleges and universities. The study also discussed the nature of government's granting to private colleges and universities, and analyzed the granting policies and developments of United States, Great Britain and Japan and then compared to Taiwan's granting policy. The findings of the study as the followings: 1. Due to the deregulating and universalization of higher education, the private colleges and universities play a more important role than it did. 2. Because of the difference of societies, politics and education environment, the granting methods and scopes are different from country to country. But there are some common trends such as emphasize equity of education opportunities, market mechanism, effectiveness of the granting, and decrease gradually government's education expenses to higher education. 3. Taiwan government's policy to private colleges and universities are changing from passive superintendence to positive guidance and assistance. The granting to private colleges and universities is now one of important policies of Taiwan government, and one of focal points of education resources allocation. 4. Basically, the granting of Taiwan government to private colleges and universities are focus on the equity of education resources allocation, but not its granting purposes and functions. The granting in Taiwan are little beneficence to students, the development of higher education and deregulating of education marker. According to the results, the researcher brought up following suggestions to Taiwan government in planning granting policy to private colleges and universities. 1. The Government should clarify the purposes of granting to private colleges and universities. 2. The Government should grant directly to students but not the schools. 3. The Government should formulate several granting standards and methods according to the needs and abilities of different students. 4. In the granting to private colleges and universities, the Government should establish an equitable measure of granting. 5. The Government should establish an equitable competitive environment to private colleges and universities, and established an elimination mechanism but not a protection system. 6. The private colleges and universities should find themselves more funding sources. The Government should provide necessary assistance in funding system. 7. The operations of colleges and universities should be more transparent and public, and use the superintendent of society instead of government's control.

No description available.

我國自1995年開始，為促進高等教育資源有效運用，對規模較小或同性質較高之國立大學推動整併，期望將高等教育資源作更合理的分配，亦能提升辦學績效，並使最少投資，發揮最大經濟規模效益，追求大學卓越發展，進而提升國家競爭力。教育部為整合資源、發揮綜效、掌握契機、提升體育競爭力，建立科際整合的體育學術殿堂，將現有位於桃園之國立體育學院及位於臺中的臺灣體育學院整併為國立臺灣體育大學。 本研究以國立臺灣體育大學（桃園）為範圍，依據企業組織整併理論及國內外大學整併經驗，分析體育大學整併內外環境，且以規模經濟、大眾化與市場化、共同成長原則為評估指標，訪談桃園校區參與整併之教職員，研究發現如下： 一、影響大學整併成敗原因，通常並非單一因素。 二、世界各國大學整併通常為政府積極推動，其中較好的方式係政府除規劃充分之整併環境外，其餘包括整併對象選擇到協商過程，均應交由整併雙方學校自主選擇。 三、體育大學整併最大問題為距離遠、同質性高，整併後仍為單科專業大學，以致二校區現有系所與運動代表隊，具有高度重疊性，使各類教職員隱含遷調危機及面對變動可能影響自身權益，帶來不安定之心。 四、當政府推動體育大學整併，先強制選擇對象而後以協商方式推動，不能貫徹整併政策，又不願強力積極介入訂定組織架構及組織規程，此為體育大學整併邁向失敗主要原因。 依據上述研究發現，建議教育部宜參採國外大學整併實施經驗並應通盤考量；現有大學整併之法制位階不足，不完備亟待改進；推動大學整併，應依既定大學整併原則實施，避免過多政治因素涉入；教育部對體育大學整併政策要及早規劃；除大學整併之外，亦可考慮大學合作；國家運動競技發展，需要政府大力提供資源。對國立臺灣體育大學桃園校區之建議，體育大學整併是學校發展的契機；應積極發展體育學術、強化競技；體育大學整併如繼續規劃，應採區域鄰近、異質互補方向辦理；教職員工須培養第二專長，因應學校組織整併變局。 關鍵字：高等教育、整併、體育大學 / For a more efficient use and reasonable distribution of advanced educational resources, advance of teaching performances, excellent developments of universities, the maximum economic benefits with least investment, and augment of national competitiveness, Taiwan government had made efforts since 1995 which tried to carry out the merger among small-scale or homogeneous national colleges/ universities. The Ministry of Education led a policy which integrated National College of Physical Education and Sports in Taoyuan and National Taiwan College of Physical Education in Taichung into National Taiwan Sport University to integrate the resources. Consequently, it could achieve the best performances, to promote the competitiveness in physical education fields, and establish a subject-integrated scholastic palace. This research used National Taiwan Sport University in Taoyuan as a sample to analysis the internal and external environment of merging the two schools by applying organization merger theories and experiences of merger from local and oversea universities. Furthermore, this research made some in-depth interviews with the faculty staffs in Taoyuan campus who played a part in merger project with the the indexes for evaluation of scaled economies, popularization, marketization and mutual-growth principals. The findings were as bellowing: 1 The factors that influence the results of the merger are more than one attribution. 2 Looking into the merger cases abroad, the governmental authorities usually played active roles contributing to the implementation of the merger of the universities. One of the better modes is that government plans the environment of merger adequately, and allowed the two parties of merger schools autonomy in the process of negotiation and selecting their coping parties. 3 When the process of merger, the most serious problem for which National Taiwan Sport University had faced was the long distances, high homogeneity, and overlapping of the profession in terms of academic departments after merger so that the present departments and sport teams represented high overlap, which makes faculty staffs faced variation of position, worried for their vested interests to be affected, and felt uncertain for the changes. 4 The main reasons why the merger of the two physical colleges failed in the end were discussed on two dimensions as following. On the one hand government forced the colleges to choose parts then motivate the merger with negotiation, which couldn’t implement the policy, and on the other government wouldn’t interfered in concluding treaties of organizational frameworks and regulations when the government promoted the merger. Based on the findings mentioned above, this study suggested that Ministry of Education should take thorough consideration and refer to some empirical merger experiences from overseas universities before the Ministry initiated implementation of domestic merger strategies first. Second, lacking legislation for executed authorities to promote the merger among universities contributed to an inefficient implementation of the strategies; on this regard, there should be plenty of rooms left for improvement for the governmental side. Third, the whole merger strategies should be brought out much earlier in advance by the government and besides the issue of “merger” that could create benefits, the possibilities of the collaboration and cooperation between universities should also be taken into account. Last but not least, the developments of sports and athletics which indicate a nation’s competiveness would always rely on the full support by the governments to provide sufficient resources. As for National Taiwan Sport University, the merger was considered a critical timing for the school to initiate their developments; one should take the opportunity to improve academic research of physical education, and to foster athletic events and sports. If the continuity of the merger is carried out, the school is suggested to adhere some of the principals indicating to select the coping parties physically nearby; however with heterogeneity in the professional fields for the complementation. Furthermore, the faculty staff of the school is expected to cultivate their second specialty in order to meet the demands derived from the change caused by the merger. Keywords：higher education; merger; Sport university

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第21986号 / 教博第239号 / 新制||教||185(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 南部 広孝, 教授 杉本 均, 准教授 服部 憲児 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(経営科学) / 甲第22621号 / 経営博第7号 / 新制||経営||2(附属図書館) / 京都大学大学院経営管理教育部経営科学専攻 / (主査)教授 原 良憲, 教授 山田 忠史, 教授 若林 靖永 / 学位規則第4条第1項該当 / Doctor of Philosophy in Management Science / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第19444号 / 教博第188号 / 新制||教||159(附属図書館) / 32480 / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 杉本 均, 准教授 南部 広孝, 教授 稲垣 恭子 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

University of Macau / Faculty of Education

第一章 緒論 第一節 研究動機與目的 第二節 研究範圍與問題敘述 第三節 研究資料之收集 第四節 本研究專題之價值 第五節 專有名詞詮釋 第二章 有關文獻探討 第一節 空中教學媒體之理論基礎 第二節 各國空中教學之發展趨勢 第三節 教育先進國家空中高等教育概況 第四節 我國空中高等教育概況 第三章 研究方法 第一節 研究對象 第二節 問卷之編製與內容 第三節 實施程序 第四節 資料處理 第四章 研究結果 第一節 空中行商專各年級各科之整體評估 第二節 空中行商專課程之評估 第三節 空中行商專老師之評估 第四節 空中行商專教法之評估 第五節 空中行商專學生之處境與問題 第六節 空中行商專學生之處境與問題 第七節 空中商專各校本區與輔導處面授教學之評估 第五章 研究發現、討論與建議

在知識經濟發展的21世紀，高等教育的需求是世界性的趨勢。台灣在過去20年中，高等教育有急速的膨脹，因此高等教育的品質管制也成為重要的議題。高等教育評鑑中心 (HEEACT) 目前在台灣針對各類別的系所進行評鑑，其他非政府機構例如中華工程教育學會 IEET) ，以及國際機構AACSB也在台灣進行教育認證，目前教育部正擬定有關高等教育評鑑的國家政策。 　　國際化的衝擊，也是促進高等教育評鑑或認證的驅動力量。高等教育評鑑不僅提昇教學品質，也促進專業人員的國際流動性。在過去數年之中，對於高教評鑑中心執行之結果，各方有許多不同的觀點、爭議以及抱怨。本研究的目的，在於選擇高教評鑑相關之主要議題，收集專家學者的意見，並且討論受訪者對於這些議題具有共識或不同意見的結果。 　　本研究採取深度訪談的研究方法，獲取專家們對於高等教育評鑑或認證的看法。本研究共有15位專家學者參與訪談，由訪談結果顯示，受訪者在三分之一的議題方面具有較明顯的共識。本研究將訪談結果整理分析，並與文獻上所取得的資料相互對應比較。本研究結果對於政府制訂未來高等教育品質管制的政策提供有用的資料。 / The demand of higher education is a worldwide trend in the knowledge based economy of the 21st century. Taiwan has a rapid higher education expansion during the past two decades, and the quality control is becoming a highly concerned issue. The Higher Education Evaluation & Accreditation Council (HEEACT) is conducting general evaluations for higher education programs in Taiwan. Non-governmental commissions like the Institute of Engineering Education Taiwan (IEET) and the Association to Advance Collegiate Schools of Business (AACSB) are also conducting accreditations in Taiwan. A national policy for the effective evaluation of higher education is currently formulating by the Ministry of Education. The impact of globalization is another driving force for the evaluation and accreditation of higher education programs. Higher education evaluation and accreditation not only enhance the teaching quality, but also promote professional mobility. During the last several years, there were different opinions, arguments and complains for the evaluation conducted by HEEACT. The aim of this study was to select major issues of higher education evaluation, to find out opinions from related experts, and to discuss the differences and similarities of interview results. This research applied the in-depth interview method to collect the comments for higher education evaluation and accreditation in Taiwan. Fifteen professionals and administration leaders have been interviewed. The interviewees showed consensus on one third of the interview questions. Their opinions on various interview topics have been recorded, analyzed, and compared with literature evidences. The results of this study provide useful information to the future policy and improvement.

高等教育改革在20世紀後不斷推陳出新且成為國家發展的重要項目之一，世界先進國家無不投入大量的經費和研究在發展高等教育上。從德國高等教育國際化的發展來看，市場的要求成了改變高等教育的主要推動力，而各個高等學校國際化的程度也成了大眾選校和評估職業發展的標準。研究發現，德國在統一以後不但高等學校增加，大學生人數也提高，其改革的真正動機就是國際化，目的是為了維持高等教育在歐洲乃至於全球的競爭力。德國統一以後最大的高教改革特色是引入學士碩士兩階段學制以和國際接軌，同時更積極在各校推行績效責任制度和評鑑以提升教學品質和落實辦學成效，最後更藉由擴大學校的自主管理為發展學校特色的手段，用來達到競爭的目的。德國的做法其實並不異於其他國家，而波隆那進程在促進歐洲高等教育區的發展更適時地給予了德國聯邦政府這麼做的理由。德國聯邦政府為了保障其高等教育在歐洲框架下的「地位」，必須將自己放入歐洲高等教育區的系統中，讓德國高等教育的體制與歐洲其他國家的標準相互連接起來。德國聯邦政府認為歐洲高等教育區在未來會是全球化的一個縮影，而德國各邦高等學校願意妥協也是因為意識到唯有將自己放入一個競爭的系統中學校才會更具吸引力。 / Reform of higher education continued to emerge in the late 20th century and has become one of the most important developments for a country. Advanced countries around the world have invested a lot of their time in funding, researching and developing their higher educational programs. From an international point of view, the requirements of the workplace are driving the changes in higher educational programs. Indeed, the degree of internationalization in colleges and universities can also affect how a school will be judged by students wanting to develop their professional skills. This study indicates that both the number of higher educational institution and also the number of student enrollments in Germany have been increasing since Reunification. The motivation of the reform is to internationalize the higher educational system with the purpose of maintaining the competitive potential of German students. Germany has opened up access to a new bachelor-master-system in order to more readily connect students to international programs. The new evaluation and accreditation processes have been instituted in order to raise the teaching quality and to ensure the effectiveness of schools. Germany's approach is not different from other countries. The Bologna Process, which is a guideline for the European Higher Education Area, gave the German Federal Government a reason timely to modernize its higher education system. If the German Federal Government had not addressed the accords, Germany would have lost its stature and fall behind European trends and development within the European Higher Education Area. The German Federal Government is aware that the European Higher Education Area will be a small microcosm of globalization in the future, and local German colleges and universities have also realized that they can be attractive only when they put themselves into a competitive international system.