本研究旨在建構適合臺灣的高等教育資歷架構指標構面，研究先以文獻歸納方式，初擬臺灣高等教育資歷架構構面指標，再以12位專家為對象，利用模糊德菲法建構指標，再以模糊層級分析法求得各構面指標權重。資料分析結論如下： 一、博士學位構面指標 (一)博士學位構面重要性以「能力」為最高，而以「技能」為最低 (二)「知識」構面下指標重要性以「具備該領域知識批判及理解能 力」為最高，而以「理解研究方法之最適選擇」為最低 (三)「技能」構面下指標重要性以「對於該領域知識有關文獻或方法能進行深入的評論」為最高，而以「批判性評估與運用數字、圖像及數據」為最低 (四)「能力」構面下指標重要性以「在專業領域或學術活動中具備高度自主性及反省能力」為最高，而以「透過研究提出有水準的論文，以創新或詮釋知識」為最低 (五)博士學位指標串聯權重重要性以「在專業領域或學術活動中具備高度自主性及反省能力」為最高，而以「批判性評估與運用數字、圖像及數據」為最低 二、碩士學位構面指標 (一)碩士學位構面重要性以「能力」為最高，而以「知識」為最低 (二)「知識」構面下指標重要性以「具備高度的專業領域知識」為最高，而以「理解研究方法之最適選擇」為最低 (三)「技能」構面下指標重要性以「整合研究結果並將其運用至實務中」為最高，而以「在專業領域中具備專業解決問題技能」為最低 (四)「能力」構面下指標重要性以「在複雜任務設定及工作成果上，展現領導力」為最高，而以「研究能獲認可」為最低 (五)碩士學位指標串聯權重重要性以「在複雜任務設定及工作成果上，展現領導力」為最高，而以「在專業領域中具備專業解決問題技能」為最低 三、學士學位構面指標 (一)學士學位構面重要性以「能力」為最高，而以「知識」為最低 (二)「知識」構面下指標重要性以「具備主修學科的基礎知識」為最高，而以「理解知識的暫時性及有限性」為最低 (三)「技能」構面下指標重要性以「具備終身學習能力，以便不斷更新知識」為最高，而以「在有限資訊下能做出合理決定」為最低 (四)「能力」構面下指標重要性以「在專業團體中展現合作力」為最高，而以「能在他人引導下工作並具備反省能力」為最低 (五) 學士學位指標串聯權重重要性以「在專業團體中展現合作力」為最高，而以「在有限資訊下能做出合理決定」為最低 四、高等教育著重「能力」構面 五、博士著重「知識」構面 六、研究所強調「自主性」與「領導力」，大學部強調「合作力」 本研究藉由結論發現，針對實務應用及未來研究提出如下之建議： 一、實務應用方面 (一)對於教育行政機關建議 1.建立高等教育學術資歷架構 2.評鑑指標強調學生能力構面 3.高教培育政策注重倫理道德 (二)對於高等教育機構建議 1.畢業條件參酌高等教育指標 2.課程規劃強調能力構面培育 3.博士培育首重自主反省能力 4.碩士培育強調複雜工作領導 5.學士培育主張團體合作能力 6.高教培育著重專業倫理道德 二、未來研究方面 (一)擴大研究對象 (二)加入質性方法 (三)增加研究變項 / The purpose of the study was to construct the indicators for the Taiwan Framework for Higher Education Qualifications. Research methods include literature analysis, fuzzy Delphi technique and fuzzy AHP. In the literature analysis, this study discussed the theory of Framework for Higher Education Qualifications, studied Framework for Higher Education Qualifications. of each country and explored the initial construction of indicators for the Taiwan Framework for Higher Education Qualifications. In the empirical research, fuzzy Delphi questionnaire and fuzzy AHP questionnaires were used to investigate educational administration representatives, scholars and experts. The conclusions of this study are： 1.Doctor degree： (1)The highest overall weight distribution of the level in the doctor degree is “competency ”. The lowest overall weight distribution of the level in the doctor degree is “skill ”. (2)The highest overall weight distribution in the knowledge level in the doctor degree is “have the Critical and comprehensive ability in the professional domain”. The lowest overall weight distribution in the knowledge level in the doctor degree is “understand the most appropriate choice of the research methods ”. (3)The highest overall weight distribution in the skill level in the doctor degree is “comment deeply on the literature and methods ”. The lowest overall weight distribution in the skill level in the doctor degree is “estimate critically and utilize the number, figure and data ”. (4)The highest overall weight distribution in the competency level in the doctor degree is “have autonomy and reflective ability in the professional domain ”. The lowest overall weight distribution in the competency level in the doctor degree is “publish the essay with decent level by research to innovate and interpret knowledge ”. (5)The most importance indicators in the doctor degree is “have autonomy and reflective ability in the professional domain”. The least importance indicators in the doctor degree is “estimate critically and utilize the number, figure and data”. 2.Master degree： (1)The highest overall weight distribution of the level in the master degree is “competency ”. The lowest overall weight distribution of the level in the master degree is “knowledge ”. (2)The highest overall weight distribution in the knowledge level in the master degree is “have the high level knowledge in the professional domain”. The lowest overall weight distribution in the knowledge level in the master degree is “understand the most appropriate choice of the research methods ”. (3)The highest overall weight distribution in the skill level in the master degree is “integrate the research conclusions and apply the research conclusions”. The lowest overall weight distribution in the skill level in the master degree is “have the problem solve skill in the professional domain”. (4)The highest overall weight distribution in the competency level in the master degree is “have the leadership in the complicate task”. The lowest overall weight distribution in the competency level in the master degree is “research can be recognized ”. (5)The most importance indicators in the master degree is “have the leadership in the complicate task”. The least importance indicators in the master degree is “have the problem solve skill in the professional domain”. 3.Bachelor degree： (1)The highest overall weight distribution of the level in the bachelor degree is “competency ”. The lowest overall weight distribution of the level in the bachelor degree is “knowledge ”. (2)The highest overall weight distribution in the knowledge level in the bachelor degree is “have the basic knowledge of the major subject”. The lowest overall weight distribution in the knowledge level in the bachelor degree is “understand the temporality and limitation of knowledge”. (3)The highest overall weight distribution in the skill level in the bachelor degree is “have the life learning ability”. The lowest overall weight distribution in the skill level in the bachelor degree is “make reasonable decision in the limited information”. (4)The highest overall weight distribution in the competency level in the bachelor degree is “cooperate in the profession team”. The lowest overall weight distribution in the competency level in the bachelor degree is “work by the guidance and have the reflective ability”. (5)The most importance indicators in the bachelor degree is “cooperate in the profession team”. The least importance indicators in the bachelor degree is “make reasonable decision in the limited information”. 3.Doctor degree focus on “knowledge ” level than master degree and bachelor degree. 4.Graduate focus on autonomy and leadership. Undergraduate focus on cooperation. In addition, this research intends to offer suggestion respectively on the aspect of practical application and future study.

University of Macau / Faculty of Social Sciences. / Department of Government and Public Administration

No description available.

由許多中共高等教育研究中，不難發現學者在研究中共高等教育決策時多以極權及意識型態角度來看待其教育政策之決策。文化大革命時期之高等教育政策更視之為極權主義╱意識形態模式達到顛峰。但是以極權╱意識形態模型來觀察高等教育領域政策，似乎無法完全說明彼時期之高等教育政策。因此吾人便思索是否能尋找出另一種研究途徑的詮釋，更合理地解釋意識形態指引的集體行為現象。 基於以理性選擇途徑中若干特點與文化大革命時期高等教育的發展相近，本論文擬嘗試以理性選擇的研究途徑來做一分析，希望由其中可以得出一個更細緻的分析。 本文共分為五部分，第一部份說明論文的研究主旨、動機、範圍等。第二部分則說明現階段本研究領域發展的狀況。第三部份說明本文所使用的方法，也就是理性選擇研究途徑的內涵。第四部份則是以理性選擇途徑使用於中共文革時期高等教育政策演變的分析，最後於第五部份說明論文的結論。 經過本論文的論述，吾人發現以極權/意識型態模式分析文化大革命時期的高等教育政策演變過程有其缺陷，尤其在個人行為動機及集體行為的形成上有許多無法描述的情形。而以理性選擇途徑分析其演變過程，反而具有其優勢，這樣的結論提醒吾人，若將研究提高到方法論層次將有助於發現新的事實。並且，同一政策若能以多種典範下的研究途徑，例如透過釋義典範下的詮釋學途徑、批判理論等理解同一項政策，一定能使得既定的事實呈現更加完整及多樣的理論風貌，並擴充吾人的視野。 這樣的分析亦可以提醒後續研究者，是否文化大革命以外的時期亦可以理性選擇研究途徑來觀察？是否文化大革命的高等教育政策領域之外的政策、諸如經貿政策、外交政策、國防政策等亦然？若能繼續這方面的研究，相信這將會是一個極為有趣的課題。

高等教育與經濟發展具有密切的關係，高等教育提供經濟建設的人才，而經濟發展則常為高等教育改革的重要參考指標。中國大陸高等教育與經濟發展，主要是從文革結束後，才產生緊密的關係。市場經濟的實行，使得中國大陸高等教育各方面都受到衝擊與變化，這至少包括教育思想與理論、高校中人才的建設、科系結構的調整等等。換句話說，在市場經濟的影響下，高等教育已很難擺脫經濟發展的衝擊。另一方面，經濟持續地成長使得社會急需受過高等教育的人才，而生活的日益改善，人們也對高等教育表達需求的願望。不過，大陸高等教育卻嚴重存在著需求大於供給的情形，大部份的人仍是無法進入大學就讀。而影響著大陸高等教育供給與需求的因素，在本文中至少探討了以下幾項變數，工資、待業率、人均收入、高中畢業生數、師生比、大學生單位成本、高等學校平均規模等等，經過分析研究顯示，這些影響高等教育的供需因素，仍與大陸經濟發展具有密切關係。高等教育與經濟發展的同時，高等教育入學的機會是否均等受著人們的關注。文革以前，高等教育的入學資格常取決於學生的政治成份與家庭背景，而造成入學的機會不公。文革結束後，在「一部份人先富起來」的政策下，有錢的人無疑地將較容易進入大學就讀，亦會形成不公，因此如何平衡經濟效律與社教育公平也是一項重大的課題。

本研究旨在探討「六四」以後中共高等學校的思想政治教育，藉此瞭解中 共四十餘年來意識型態教育失誤的原因、特徵及影響，並對未來中國前途 與大陸青年學生追求民主運動的展望作一預估。本論文約計二十八萬字， 共分六章:第一章，導論。說明本研究的動機與目的、方法與範圍、問題 與限制，而為從整體觀點(Holistic)透視中共思想政治教育的本質與概況 ，加列兩節，即「高等學校與政治社會化」和「意識型態與思想政治教育 」。第二章，理論背景的探討。說明中共高等學校思想政治教育的實施準 據，並從歷史沿革中探索思想政治教育的重要特徵，進而指出中共正面臨 「大氣候」與「小氣候」的種種衝擊，此乃留給「六四」後中共保守派整 頓高等學校思想政治教育的藉口。第三章，戰略方針的取向。透過對「四 項堅持」、「反資產階級自由化」、「社會主義精神文明」、「愛國主義 」和「反和平演變」等思想教育發展戰略的方針，發現此五項工作的方針 取向，仍延續中共傳統的意識型態教育為政治服務的手段。第四章，變革 措施的提出。說明中共為了降低一九八九年學生民主運動的衝擊，特從意 識型態防線的重建、高等教育政策的調整、領導管理體系的整頓、思想政 治理論的再學習、社會實踐活動的更落實，與校園文化環境的控制等六方 面，強化中國大陸高等學校的思想政治教育。第五章，實際成效的評估。 透過對中共實施高等學校思想政治教育的結果分析，以瞭解其教育理論、 政策與實踐的落差。換言之，中共在改革開放路線和思想箝制的矛盾環境 中，思想政治教育是經不起考驗的，且其癥結始終未解開，同時更對中國 大陸高等教育造成不良的影響。第六章，結論。首先從檢視中國大陸教育 何以落後四十餘年，其主因是中共指導思想的失誤，以致教育危機日趨嚴 重；其次，反思近四年來中共對高等教育政策所採行的變革措施，乃在箝 制高校師生的思想與行為，如此背道而馳的作為，只會加深大陸教育更多 的失誤；最後，探討中共高等教育與思想政治教育的出路，亦即跳出馬列 教條的框框，走民主中國的公民教育或政治教育道路。

本研究採取質性訪談及問卷分析法，以曾經選擇短期、一學期、一學年在臺灣的大學院校研習修課的大陸學生為主要研究對象，透過質性訪談及問卷分析的方式，探討兩岸文教學生的交流之影響。 兩岸文教交流近五年間歷經極大轉變，從第一波開放只有個位數的大陸學生，僅只能選擇短期一周或一個月間如寒暑假短期交流方式，至今幾乎臺灣的各大學院每一所校約計有超過數十位的大陸學生與臺灣學生一起共同學習上課，部份臺灣的私立大學還有超過數百位，甚至近千位的短期大陸研修生，大陸學生在臺灣儼然在校園裡成為特殊的「大陸研習生」新文化，這一波兩岸交流熱潮預料將持續掀起新一波的大型浪潮，悄悄地改變臺灣的高等教育生態。 為深入瞭解大陸學生選擇來臺灣研習的了解大陸學生在臺灣學習之過程經驗，是否足以再吸引更多大陸學生來臺之強烈動機，藉此提供臺灣大學院校掌握大陸學生之需求以及可能吸引大陸學生的原因。本篇論文採取問卷及訪談方式，為求瞭解陸生來臺之後，對於臺灣地區學生之學習態度、競爭力、師資設備與課程規劃知覺與預期相較之差距，對於未來再次來臺研習意願之關聯性，本文透過結構式問卷進行資料收集。 整體而言，陸生來臺實際接觸臺灣地區教學環境之後，普遍認為臺灣地區學生之學習態度略為高於預期、師資設備與課程規劃亦同優於陸生之預期，因此，陸生未來再次來臺意願偏高，惟有競爭力一項，陸生對於臺灣地區學生競爭力之知覺，明顯劣於來臺學習行前之預期。 深度訪談中則顯示大陸學生對臺灣的大學院校有較佳的意願興趣度，分析探討之因素多為兩岸學生在同一種語言學習環境裡、離家較近等距離時空因素，而臺灣的大學生在大陸學生的印象中，活潑、熱情、對社團參與度高，加上臺灣的師資水準仍具一定影響力，使大陸學生仍願意選擇在臺灣學習上課，甚至在兩岸高校互相簽定姐妹校關係下，採取學分交換方式，到臺灣擔任交換生。 / By interviewing and analyzing the questionnaires of the mainland students who studied in the universities in Taiwan for one or two semesters, the current research studied the influences of cultures and educations across strait through the exchange student programs. In the recent five years, there has been a big change in the cultural and educational exchange cross strait. In the beginning, there were only less than 10 exchange students from China to study here for only one week or one month, as well as short-term exchanges for summer or winter breaks only. Currently, almost every large-scale of universities in Taiwan, more than ten mainland students attend classes with Taiwan students. For some private universities, more than hundreds, even thousands of mainland students come to study. It has formed a new culture of “mainland students” on campus in Taiwan. This new culture is predicted to be a big trend which quietly changes the environment of higher education system in Taiwan. The objective of this study was to understand the motivations of these students from mainland China to study any program in Taiwan. The results of this study will provide colleges and universities in Taiwan with informative sources for attracting more Chinese students and understanding their needful. Both questionnaire and interviewing methodologies were used for this study. The results show that most of the Chinese students were interested in colleges and universities in Taiwan because students from both sides speak the same language and short distances between China and Taiwan for returning home. The impressions of local students to those Chinese students were active, passions and highly bound to extra curriculum. The level of teaching quality and environment in Taiwan was impressed and effective to the Chinese students. For all of the above mentioned reasons, students from China were still willing to attend the classes in Taiwan for some credit hours through the exchange student programs and mutual beneficial programs.

在全球化衝擊下，高等教育已進入一個高度競爭的時代，教育的專業化、自由化與國際化已成為無可避免的趨勢。因此兩岸教育與合作，除了在兩岸互動與和平發展上有劃時代的意涵外，更具有「符合世界潮流，與國際接軌」的深遠意義。 2008年總統大選結束，國內的政治情勢產生了前所未有的劇烈轉變，隨著政治立場的更迭，政府大幅調整了大陸政策，以往被忽視的陸生來臺就學政策也重新浮上檯面。 本研究旨在探討開放陸生來臺政策之研究，主要採用文獻探討及政策分析等進行研究，以多重角度地探討開放陸生來臺對臺灣國家安全、教育、社會文化及經濟等方面可能造成的衝擊與問題。 根據本研究歸納整理，主要結論如下： 一、全球化下高等教育學生流動成為趨勢，兩岸學生交流亦是時勢所趨。 二、開放陸生來臺就學政策，應兼顧臺灣學生權益。 三、招收陸生來臺應規劃妥善的相關配套措施，以減少衝擊與疑慮。 四、大學校院應積極發展各自的特色，並提升教育的品質。 五、推動兩岸大學校院的策略聯盟及整合產官學的合作，提升兩岸大學整體競爭力。 / Under the impact of globalization, higher education has entered a highly competitive era. Specialization, liberalization and internationalization of education have also become an unavoidable trend. Therefore, the education and cooperation between Taiwan and China not only show the interaction and development between the two sides of Taiwan Strait, but also equip the meaning of world trend and globalization in this new era. After the presidential election in 2008, the domestic political situation has suffered from a severe transformation in Taiwan. With the change of the political standpoint, the government greatly adjusted the policies toward Mainland China and the policy for Mainland China students studying in Taiwan has emerged again. The main point of this study is to discuss the policy of Mainland China students studying in Taiwan. The study mainly adopted the methods of literature review and policy analysis to explore the potential impacts and problems related to national security, education, culture and economy from several different facets. According to the study, some conclusions has been drawn, i. Due to globalization, the interflow of higher education students has become a tendency. The communication between the students from Taiwan and China, Of course, is also driven by this trend. ii. The government should consider the rights of Taiwanese students at the same time when implementing the policy for Mainland China students studying in Taiwan. iii. To decrease the impact and scruples due to the new policy, the government is obligated to establish a set of proper plans when admitting Mainland China students. iv. Each university in Taiwan is responsible for developing the specific characteristic and promoting the education quality. v. Promote the strategic alliance between the two sides of Taiwan Strait and integrate the cooperation between industry, government and science to strengthen the overall competitiveness of the universities in Taiwan and China.

本研究旨在分析台灣地區大學院校之現況與大學院校整併策略，做為教育行政與學校行政在大學院校間實施整併的參考。 研究者透過文獻探討、文件分析解析台灣地區大學院校的發展與現況；以台灣地區公私立大學院校決策管理層級之校長、教務長、學務長、總務長等合計507位做為問卷調查對象，回收問卷303份，回收率約59%，運用次數分配、卡方分配、及肯德爾和諧係數等進行考驗；另針對已完成整併及正討論中的個案實施訪談，得到以下的主要研究發現： 一、現代大學院校必須注重經營管理的績效，與朝最適經營規模發展。 二、學校間的整併是促使大學院校達到最適經營規模的一種方式。 三、政府在保障與維護學術自由前提下，有規劃整體教育發展的權利與責任。 四、台灣地區近10年來在大學學校數量與學生數量上均不斷的增加，但學校規模不大，約有80%左右的學校學生數在10,000人以下，而且5,000人以下的學校約有37%。 五、台灣地區近40年來人口出生數，與近10年來經濟成長率均呈現下降的現象，又面對WTO衝擊的壓力，學校間的整併是規模較小學校發展的可行策略。 六、台灣地區大學院校決策管理層級，對大學院校現況認知情形與實際情形相符，但認為「為增加資源的使用效益，招生人數應該增加」。 七、在大學院校整併條件方面，認為學校最應重視的是學生素質的提升，在經費補助方面應維持原有學校經費三年不變。 八、在大學院校整併原則方面，認為最重要的是願景、系所整併、人力資源整合與擴大互補功能。 九、學校間整併的效益為提升學校整體競爭能力，與有利於人力的整合運用。 十、學校間整併的問題，為增加單位間的協調困難與文化不同不易整合。 十一、大學院校間整併策略優先順序，為聯合大學系統、合併、策略聯盟、購併。 十二、政府如果希望學校間整併，宜提供誘因且訂定整體方案公布實施。 十三、學校間的整併，政府所能提供的最具體誘因是「經費」與「員額」二項。 十四、學校間能否整併，應由校務會議決定。 十五、學校間如果有共同接受的願景，則容易合併。 十六、學校間的整併過程中，政府適時介入與支援為是否完成整併的關鍵。 最後，本研究針對大學院校的整併策略，分別向教育行政機關與學校提出具體的建議，同時也建議未來進一步研究的方向。 / The purpose of this study was to investigate current positions and merge strategies among universities and colleges in Taiwan. In addition, the study intended to provide useful implications to education administration for governing the proceeding of college merger. The current researcher reviewed literature and documents to analyze the development and current positions of Taiwan's colleges. The questionnaires were mailed to 507 administrators who were college presidents, chairs of Academic Affairs, chairs of Students Affairs, and chairs of General Affairs in Taiwan. A total of 303 questionnaires were completed and returned. The returned rate was 59%. Distribution of frequency, chi-square, and the Kendall coefficient of concordance were used for data analyses. The current researcher also interviewed the administrators whose college had completed merger or were in the merging process during the investigation period. The findings from this study were the following: 1. Modern colleges need to emphasize the efficiency of school management and pursue “the optimal scale” for school development. 2. The merger among colleges is a way for promoting the school to achieve “the optimal scale”. 3. Based on the premise of “no violated academic professional liberty”, the government should have authority and obligations to provide a plan for comprehensive educational development. 4. The numbers of colleges and students are increasing dramatically in the past 10 years. However, the size of schools is considered small. A total of 80% of colleges with student number less than 10,000, and 37% of these colleges with student number less than 5,000. 5. The current challenges for Taiwan's higher education include a decreasing population of new born in the past 40 years; declining economic growing rate within recent 10 years; and the advent of Word Trade Organization. It is a practical strategy to merge small colleges in order to face these challenges. 6. The college administrators recognize the reality of current higher education. They suggest an increase of the student number would promote the efficiency of the use of education resource. 7. The critical requirements for college merger include that schools have to emphasize the quality of students and to have a stable financial support for at least 3 years. 8. A vision of future, consolidation of graduate and under-graduate programs, and coalition of human resources are considered as the most important principles of college merger. 9. The benefits of a merger among colleges are an increase the compatibility and the use of human resources. 10. The challenges of a merger among colleges include the negotiation of the increase of new units after merger, and the consolidation of different cultural backgrounds among colleges. 11. The priorities of college merger strategies are affiliation of universities' system, merger, strategic alliance, and purchase. 12. If government wants to promote merger among colleges, the government should provide incentives and be clear with the policies. 13. The best "incentive" from government for college merger are financial and personnel supports. 14. The Committee of School Affairs has the authority to decide whether a college needs to be merged with others. 15. If there have mutual goals among colleges, a merger is more likely to success. 16. During a merger proceeding, government's support and mediation are the keys for a successful merger. The current study not only provides implications for college merger to the government and college administrators, but also suggests directions for further research.

本文採用Box and Jenkins（1976）所提出的ARIMA模型來進行時間序列資料的配適，並引入轉換函數模型，以政府高教支出、就業人數與固定資本形成毛額為輸入變數，國民生產毛額為輸出變數。 實證結果發現，政府高等教育支出在落後5至6期之後，對於經濟成長會有比較顯著的正面效果。可以解釋為目前一般大專院校畢業生需要一至兩年的時間，以適應職場環境，因此以一般大學的4年修業期間來看，再加上社會新鮮人的適應期，則為6年後，政府對高等教育的投資始會對經濟產生助益。而除了政府高等教育支出可作為經濟成長的領先指標外，當期的經濟表現亦受到前一期經濟表現的影響，有顯著正相關。並且在檢視過轉換函數模型的正確性之後，預測未來5期的國民生產毛額仍是呈現一個上升的趨勢。因此，為促進經濟成長，政府對於高等教育的投資是可以思考的方向之一。然而，必須注意的是高等教育體系的投資，會有一段的時間落後。因此，如要提升國家競爭力，對於高等教育的投資，不但不能荒廢，更應該有長久的規劃。