本研究旨在建構大學系所自我評鑑之後設評鑑指標－以JCSEE方案評鑑標準為基礎，並提出結論與建議，以供大學實施系所自我評鑑之參考。 研究方法上，先以文獻分析初擬出大學系所自我評鑑之後設評鑑指標，接著以專家問卷進行指標的刪修和確定，再利用模糊德菲術問卷整合專家學者對指標重要性之看法，最後以歸一化方式求得各指標的權重，完成我國大學系所自我評鑑之後設評鑑指標。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之大學系所自我評鑑之後設評鑑指標，計有五大類，三十個標準，六十項指標。 二、參考「JCSEE方案評鑑標準」建構大學系所自我評鑑之後設評鑑指標，其方法可行。 三、本研究建構之大學系所自我評鑑之後設評鑑五大類標準中，以「適切性標準」較為重要。 四、大學系所自我評鑑之後設評鑑各類別標準中，分別以「有意義的過程和結果」、「脈絡的可行性」、「回應與包容導向」、「可靠的資訊」、「評鑑檔案化」較重要。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、大學系所以及後續研究之參考。 / The purpose of the study is to construct of meta-evaluation indicators of university departmental self-evaluation - based on the JCSEE program evaluation standards, in order to provide conclusions and suggestions for the university to implement the departmental self-evaluation. According to the research methods, first, through the analysis of literature review, it preliminarily develops the meta-evaluation indicators of university departmental self-evaluation. Second, the expert’s questionnaires modified the preliminary indicators. Third, by using the Fuzzy Delphi questionnaire about important indicators evaluated by experts are integrated. Final, normalization of fuzzy number’s total score determined the weight of each indicator, establishing the meta-evaluation indicators of university departmental self-evaluation. The main conclusions follow: 1. The meta-evaluation indicators of university departmental self-evaluation consist with five major categories, 30 standards, 60 indicators in total. 2. The method is feasible that constructing the meta-evaluation indicators of university departmental self-evaluation based on the JCSEE program evaluation standards. 3. The meta-evaluation indicators of university departmental self-evaluation consist of five major categories, the ‘propriety standards’ is the most important. 4. The meta-evaluation indicators of university departmental self-evaluation consists with 30 standards, ‘meaningful processes and products’ in utility standards, ‘contextual viability’ in feasibility standards, ‘responsive and inclusive orientation’ in propriety standards, ‘valid information’ in accuracy standards, and ‘evaluation documentation’ in evaluation accountability standards are the most important. In conclusion, the findings and results in the hope of providing suggestions for educational administrative institutions, university departments, and future studies.

基於教育指標客觀而精簡的特性，本研究嘗試建立一套適合當前教育環境的「我國高級中學後設評鑑指標權重體系」。其方法首先經由文獻探討，分析國內外關於教育指標及後設評鑑的相關研究，並以此建立我國高級中學後設評鑑指標調查問卷初稿。再利用得懷術，結合專家學者智慧修正指標。最後則以臺灣區公、私立高級中學校長為對象寄發問卷，有效樣本123位，並以因素分析法計算後設評鑑指標權重。據此，本研究建構完成之「我國高級中學後設評鑑指標之權重體系」，其結果顯示： 一、「我國高級中學後設評鑑指標之權重體系」中，一級指標包括「評鑑規劃階段」，權重值.204、「評鑑設計階段」，權重值.226、「評鑑實施階段」，權重值.233、「評鑑結果階段」，權重值.220、「結果利用與檢討階段」，權重值.228。 二、一級指標中之「評鑑規劃階段」，下轄「評鑑目的」、「評鑑計畫」、「規劃人員」等三個二級指標，其權重值依序為.391、.402、.379，二級指標下共有11個三級後設評鑑指標，亦各有其權重。 三、一級指標中之「評鑑設計階段」，下轄「評鑑方式」、「評鑑表與評鑑標準」、「評鑑組織及人員」等三個二級指標，其權重值依序為.373、.378、.371，二級指標下共有12個三級後設評鑑指標，亦各有其權重。 四、一級指標中之「評鑑實施階段」，下轄「溝通與協調」、「評鑑資料蒐集方法」、「學校自評過程」、「訪視評鑑過程」等四個二級指標，其權重值依序為.286、.298、.280、.296，二級指標下共有17個三級後設評鑑指標，亦各有其權重。 五、一級指標中之「評鑑結果階段」，下轄「評鑑資料分析」、「評鑑報告」、「評鑑結果公佈」等三個二級指標，其權重值依序為.358、.362、.359，二級指標下共有13個三級後設評鑑指標，亦各有其權重。 六、一級指標中之「結果利用與檢討階段」，下轄「評鑑結果的利用」、「評鑑結果的檢討」等二個二級指標，其權重值皆為.523，二級指標下共有10個三級後設評鑑指標，亦各有其權重。 此外，本研究也針對得懷術及因素分析方法的運用進行分析與檢討，最後並針對實務應用及未來後續研究方向等提出具體的建議。 / The purpose of this study is to establish the meta-evaluation indicators and the weight system of senior-high school in Taiwan.First,we used document analysis to establish the primary scales of meta-evaluation indicators of senior-high school in Taiwan(M.E.I.S.T.).Then,we used the delphi technique to improve the primary scales.Finally, 123 principles of senior-high school in Taiwan were investigated, and we used factor analysis to calculate the weights of M.E.I.S.T.. The main conclusion of this study are as follows: (1)The first-order indicators of M.E.I.S.T. include “the stage of evaluation formulation”,” the stage of evaluation design”, “the stage of evaluation implementation”, “the stage of evaluation results”,“the stage of use and discussion of results”. The weights for each indicator is .204,.226,.233,.220,and.228. (2)There are 3 second-order indicators under“The stage of evaluation formulation”.They are “The evaluation purpose”, “The evaluation plan”, “The staff of planning”. The weights for each indicator is .391, .402, .379.There are 11 third-order indicators under them. (3) There are 3 second-order indicators under“The stage of evaluation design ”.They are “The evaluation ways”, “The evaluation scales and criterias ”, “The organizations and staff”. The weights for each indicator is .373, .378, .371. There are 12 third-order indicators under them. (4) There are 4 second-order indicators under“The stage of evaluation implementation”.They are “The communication and negotiation”,“The data collection”,“The self-evaluation process”, “ The external evaluation process”.The weights for each indicator is .286, . 298, .280, .296. There are 17 third-order indicators under them. (5) There are 3 second-order indicators under“The stage of evaluation results”.They are “The data analysis”, “The evaluation report ”,“The disclosure of results”. The weights for each indicator is .358, .362, .359. There are 13 third-order indicators under them. (6) There are 2 second-order indicators under“The stage of use and discussion of results.”.They are “The use of results ”, “The discussion of results ”. Both of the weights are .523. There are 10 third-order indicators under them. Besides,this study also discusses the implementation of delphi technique and factor analysis. At the end of the study also proposes some concrete suggestions for practical and further study.

本研究旨在建立高級中等學校校務基金績效評鑑系統， 並以「模糊德菲法」蒐集政策利害關係人意見，共建立5項構面29項指標。 本研究結論如下： 一、本研究共建立五大構面， 以構面權重高低排序分別為： 「財務收支及財產管理績效」（21.28%）、 「基金運用、預算編製及執行績效」（20.52%）、 「學校經營目標及經營計畫」（19.72%）、 「基金管理及學校組織運作」（19.51%）、 「學習品質及滿意度」（18.96%）。 二、依照各構面內指標權重高低，依序如下： （一）「財務收支及財產管理績效」構面內最重要者為「教學研究及訓輔費 用占業務成本與費用比率」。 （二）「基金運用、預算編製及執行績效」構面內最重要者為「建立預算編 製與執行作業程序」。 （三）「學校經營目標及經營計畫」構面內最重要者為「學校校務發展定位 與特色」。 （四）「基金管理及學校組織運作」構面內最重要者為「內部審核執行成效」。 （五）「學習品質及滿意度」構面內最重要者為「建立歷年校務基金報表公 開專區」。 最後，依據研究結論分別給予教育主管機關、學校以及後續研究相關建議。 / The purpose of this study is to establish a system about the performance evaluation indicators for the school funds of high schools in Taiwan. By using the fuzzy delphi method with opinions of stakeholder, the study consists of 5 dimensions and 29 indicators in total. According to priority of 5 dimensions, the conclusions are as follows： 1.“performance of financial receipts, expenditures and property management”(accounts for 21.28%) 2.“performance of funds, budget planning and execute”(accounts for 20.52%) 3.“performance of school management goal and planning ”(accounts for 19.72%) 4.“performance of fund management and school organization operation ”(accounts for 19.51%) 5.“performance of learning quality and satisfaction degree”(accounts for 18.96%) According to priority of intra-dimension indicators ,the conclusions are as follows： 1.In the dimension “performance of financial receipts, expenditures and property management”, the indicator “the ratio for teaching, research ,discipline and counseling cost to operation cost ” accounts for the most part. 2.In the dimension “performance of funds, budget planning and execute”, the indicator “establishing standard of procedure for budget planning and execute” accounts for the most part. 3.In the dimension“performance of school management goal and planning ”, the indicator “status and feature for school development” accounts for the most part. 4.In the dimension “performance of fund management and school organization operation ”, the indicator “performance of internal auditing” accounts for the most part. 5.In the dimension“performance of learning quality and satisfaction degree”, the indicator “establishing school-fund statements website over the years” accounts for the most part. According the conclusions, some suggestions had been proposed: 1. suggestions for ministry of education 2. suggestions for school administrators 3. suggestions for further study

Enforcing EoL recovery strategies is critical to shifting the paradigm from a linear to a circular economy that enables future growth. This study identifies relevant evaluation indicators for End of-life recovery strategies in the Outdoor Power Equipment industry, as well as the drivers and barriers to implementation of End-of-life recovery strategies. Furthermore, it contributes to the United Nations Sustainable Development Goals 8 and 12 and serves as a starting point for increasing product circularity in the Outdoor Power Equipment industry through End-of-life recovery strategies. For this purpose, a structured literature review and an exploratory case study was conducted in collaboration with the market leader, Husqvarna Group. The results showed the relevant evaluation indicators selected by the case company, addressing the three sustainability dimensions. From an organizational perspective, this study emphasizes the role of different factors acting as drivers and barriers to EoL recovery strategy implementation for industry to drive a successful implementation. / Att genomdriva cirkulära produktstrategier är avgörande för omställningen till cirkulär ekonomi, vilket möjliggör framtida ekonomisk tillväxt. Den här studien identifierar relevanta utvärderingsindikatorer för cirkulära produktstrategier inom tillverkningsindustrin, samt drivkrafter och barriärer för genomförande av dessa. Studien bidrar till Förenade Nationerna Globala Mål för Hållbar Utveckling 8 och 12 och fungerar som en utgångspunkt för att öka livslängden för produkter och komponenter inom industrin. För detta genomfördes en explorativ fallstudie genom en strukturerad litteraturgenomgång, workshops och intervjuer i samarbete med marknadsledaren Husqvarna Group. Resultaten visade att relevanta utvärderings indikatorer är klimatpåverkan, kundnöjdhet och intäktspotential, som tar upp de tre hållbarhetsdimensionerna. Från ett organisatoriskt perspektiv betonar denna studie barriärer mellan affärsutveckling och organisation, vilket hotar framgångsrik implementering. För att driva en framgångsrik implementering, är anpassat resultatmål, utbildning och ökad teknisk kapacitet sätt att övervinna den nuvarande verkligheten.

Made available in DSpace on 2016-04-25T18:40:24Z (GMT). No. of bitstreams: 1 Luiz Carlos do Espirito Santo Moco.pdf: 1377970 bytes, checksum: 862a7ffbb10197d54d85df88d0b04aef (MD5) Previous issue date: 2007-06-12 / The aim of this work is to propose an evaluation model as a way to support the management of a non profit higher education institution, based on the indicators of performance, by using the BSC Balanced Scorecard, aiming to guarantee that the strategies and the actions which they unfold from are lined up with its mission and vision. This whole work was visualized through a context where big challenges were presented in the last decades for the management of organizations in general. Strong competition, among other factors, has motivated studies and researches about business management models for companies, including the nonprofit ones. The market related to private higher education in Brazil has experienced a strong offer expansion as a result of the perception of business opportunities in this area. Therefore, the management of higher education institutions represents a challenge to their directors, in particular the management of the private and nonprofit ones. The characteristics of such institutions demand the adaptation of the management model to the characteristics of a very competitive and distinct market regulated by the government. The starting point of this work was the review of the bibliography about the performance measurement theme. Through case study, quantitative and qualitative researches, the current management model of the institution was identified. From this point on, it was possible to identify the necessities of the institution and compare them with the performance measurement models studied. At this stage, it was possible to relate theory and practice and identify the methodology of the group on focused and choose the performance measurement model to be proposed as a management support. It was proposed a performance measurement model based on Balanced Scorecard. Five perspectives were created and the strategic objectives and the performance indicators were linked to them. With the proposition of the cause and effect relations between strategic objectives and the Strategic Map of the institution, which allow us to line up the objectives with the definite strategies, we presented the results, which served as a basis for the fulfillment of the objective of this work / Instituição de Ensino Superior sem Fins Lucrativos, baseado em indicadores de desempenho, utilizando o BSC Balanced Scorecard, visando garantir que as estratégias e as ações que delas se desdobrarem estejam alinhadas com a sua missão e visão. Todo este trabalho foi visualizado através de um contexto, onde grandes desafios foram apresentados a partir das últimas décadas para a gestão das organizações em geral. O acirramento da concorrência, entre outros aspectos, têm incentivado cada vez mais estudos e pesquisas a cerca dos modelos de gestão das empresas , incluindo as sem fins lucrativos. E também o mercado de educação superior privada no Brasil tem experimentado forte expansão da oferta, decorrente da percepção de oportunidades de negócio nesta área. Assim, a gestão de Instituições de Ensino Superior em particular, as privadas e sem fins lucrativos, tem representado um desafio para seus gestores. As características dessas organizações exigem a adaptação do modelo de gestão às características de um mercado fortemente concorrencial, regulado pelo Estado e bastante diferenciado. Como ponto inicial do trabalho, partiu-se de uma revisão bibliográfica acerca do tema medição de desempenho. Com o estudo de caso procurou-se a identificação do atual modelo de gestão da instituição, por meio de pesquisas qualitativas e quantitativas. A partir disso foi possível identificar as necessidades da instituição e cruzá-las com os modelos de medição de desempenho estudados. Nesta etapa foi possível relacionar teoria e prática e identificar a metodologia do grupo focado, apartir daí escolher o modelo de medição de desempenho a ser proposto como apoio à gestão. Na sequencia é proposto um modelo de medição de desempenho, baseado no Balanced Scorecard. Foram criadas cinco perspectivas, os objetivos estratégicos e os indicadores de desempenho a eles vinculados. Com a proposição das relações de causa-e-efeito entre os objetivos estratégicos e o Mapa Estratégico da instituição, que permitem alinhar os objetivos às estratégias definidas, foram apresentados os resultados obtidos que serviram de base para o cumprimento do objetivo deste trabalho

隨著網際網路快速發展，自2007年起網路就已經超越報紙、成為台灣第二大消費者最常接觸的媒體，2010年台灣網路廣告投資量為新台幣85億元(預估2012年更高達117億元)，但卻僅占台灣整體廣告量的9.1%、屈居第四名，落後傳統電視、報紙、雜誌的廣告投資量，其中很重要原因之一就是網路廣告的價值仍被許多廣告主質疑，且尚無被公認接受的網路廣告效益評估標準。 若以目前最常被用來評估網路廣告效益指標：CPM (每千人廣告曝光成本)及CTR(廣告點選率)而言，由於網路廣告的“曝光”不代表一定被看見，因此CPM只能作為媒體採購成本的參考；若以CTR作為評估標準，台灣目前平均廣告點選率已低於0.1%(2012年業界實際經驗值)，是否就可以直接推論：『99.9%的廣告曝光是無效的？』(因為99.9%的曝光並不會吸引網友點選) 由於網路廣告的曝光一定有其價值性，因此期望透過本研究證明以下假說： 假說一: 曝露在指定品牌廣告下的消費者，比沒有曝露在指定品牌廣告下的消費者更容易回答有看到廣告中的指定品牌。 假說二: 曝露在指定品牌廣告下的消費者，比沒有曝露在指定品牌廣告下的消費者更容易回想到廣告中的指定品牌。 假說三：曝露在指定品牌廣告下的消費者如果家中有液晶電視，會比沒有曝露在指定品牌廣告下的消費者更容易提高對廣告中指定品牌的記憶度或偏好度。 假說四：曝露在指定品牌廣告下的消費者，比沒有曝露在指定品牌廣告下的消費者更容易引發聯想其他競品品牌(廣告外溢效果)。 研究結果證明：『即使網友在一般網路瀏覽行為中不刻意瀏覽網頁中的附帶廣告、甚至點選廣告，但只要在廣告上明顯揭露指定品牌名稱，就會有一定比例的網友對廣告留下印象』，因此即可推論：『即使平均廣告點選率= 0.1%，也不能直接推論 99.9%的廣告是無效的』。只要在廣告的設計上明顯揭露品牌/產品/活動名稱，就會有一定比例的消費者對廣告留下印象，但若廣告設計時無明顯揭露品牌名稱，則結果就如同本研究中的“無廣告操弄”，對提升品牌印象/價值毫無加分作用，更遑論可以提升偏好度/購買意願。 根據本研究結果顯示，即使消費者在搜尋網路資訊時已有特定目的，但仍會稍事注意到一旁的網路廣告(雖不一定很明確地意識到廣告的存在)，因此建議廣告主不要以“廣告點選率CTR”作為唯一評估網路廣告成效的指標，以本研究證實，即使所有的受訪者皆無點選廣告，網路廣告曝光仍會有具有一定的價值。 最後有關“廣告外溢效果”的探討，雖然本次研究結果無法證明：『若是一個中等品牌偏好度的品牌在做廣告時，其產生的外溢效果會加惠於該產業的知名品牌，讓消費者因 “中等品牌偏好度的廣告” 而自動回憶起原本即喜歡的他牌，尤其是高知名度的領導品牌』，但如果後續能持續研究此議題並證明其假設成立，則領導品牌的媒體廣告投資週期就可適度避開二線品牌的廣告曝光期，因為當二線品牌刊登廣告可能也會同時喚起對領導品牌的回憶，領導品牌的廣告就可延後刊播，待二線品牌廣告停止時再接續播出，有可能達到整體媒體投資效益最大化(最佳化)、拉長廣告影響期間的目標。

本研究旨在建構國民小學教育空間品質評鑑指標。研究方法部分，先以文獻分析歸納出國民小學教育空間品質評鑑之初擬指標，再以專家問卷以及模糊德菲術問卷進行調查。模糊德菲術調查樣本為22位對國民小學的校園規劃、空間環境相當了解的校長、學者及教育行政機關主管為對象，透過三角模糊數整合專家對指標重要性之看法並篩選指標項目，最後以歸一化之方式求得各構面以及各項指標權重，完成國民小學教育空間品質評鑑指標體系。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之國民小學教育空間品質評鑑指標，含兩層指標，第一層指標有 6項，第二層指標有35項。 二、本研究建構之國民小學教育空間品質評鑑之第一層指標，依權重排序分別為「安全與管護」（18.41％）、「舒適與健康」（17.51％）、「特色與美感」（16.59％）、「節能與永續」（16.40%）、「充足與彈性」（16.28%）及「社交與休憩」（14.80%）。 三、本研究建構之國民小學教育空間品質評鑑之第二層指標依權重排序，在安全與管護方面，應特別重視校舍建築耐震防災、避難空間與動線的規劃，以及校園死角的監控管護；在舒適與健康方面，應特別重視校園環境的乾淨與整潔，且教室應有良好的照度以及通風；在特色與美感方面，應特別重視教育空間應富有寓教於境的教育情境、具有美感，以及能展現學校重要精神；在節能與永續方面，應特別重視教育空間能維持生態多樣性以及節水減碳的規畫與設計；在充足與彈性方面，應特別重視特殊需求的學生使用，並有足夠的各式教學與活動及多目的使用的空間；在社交與休憩方面，應特別重視學生交流互動、師生對話，以及與社區資源共享的空間。 最後，本研究依研究結果分別就對教育主管機關、對學校及對後續研究提出建議。 / The purpose of this study is to construct the evaluation indicators for quality of educational space in elementary schools. As for research methods, by means of literature review, and then 35 indicators within 6 main dimensions had been organized as a raw model of quality of educational space in elementary schools indicators based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample size of 22 experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinion on the importance of each indicator and to help indicator selection. At last stage, normalization of fuzzy number’s total score determined the weight of each dimensions and indicators; accordingly, the quality of educational space in elementary schools indicator system was constructed. The main conclusions are as follows： 1. The quality of educational space in elementary schools indicator system consists with 6 dimensions and 35 indicators in total. 2. The 6 dimensions are:safety and security（18.41％）, comfort and health（17.51％）, characteristics and aesthetic（16.59％）, energy efficiency and sustainability（16.40%）, adequate and flexible（16.28%）,social and leisure（14.80%）. 3. The second layer indactors for the quality of educational space in elementarty school are : in “safety and security”, should be the building seismic disaster, asylum space and the route planning, and monitoring of management and protection of the campus corner ; in the “comfort and health”, with special attention to the campus environment clean and tidy, and the classroom should have good illumination and ventilation; in the “characteristics and aesthetic” context, special attention should be full of educational space education through environmental education context, the aesthetic , as well as important to show school spirit; in “energy efficiency and sustainability”, and the particular importance of education to maintain the ecological diversity and space saving and carbon reduction planning and design; in “adequate and flexible” in regard, special attention to students with special needs, and there is enough variety of teaching and activities and multi-purpose use of space; in “social and leisure” aspects, special attention should be student interaction, teacher-student dialogue and resource sharing with the community space. According to the conclusions, some suggestions had been proposed : 1..suggestions for education administrators,2.suggestions for schools, and 3.suggestions for further study.