本研究旨在建構學校核心競爭力指標體系，以技專校院為研究主體，運用文獻分析、德懷術、訪談及問卷調查等4種研究方法進行探究。研究者首先蒐集核心競爭力、學校競爭力、學校核心競爭力、教育指標、技專校院的現況與發展等相關資料，透過文獻分析，初步建構學校核心競爭力指標體系草案後，再經由18位德懷術專家學者3次問卷往返的協助修正，最後建立技專校院適用之學校核心競爭力指標體系。研究過程中，另與6位專家學者進行深度訪談，瞭解技專校院現場實務工作者對研究問題之看法與建議，協助取得較完整的調查研究資料；最後，針對全國科技大學、技術學院與專科學校等93校，寄發465份指標認同程度調查問卷，以立意樣本進行教師意見調查，回收之有效問卷340份，回收率為73％。
根據文獻分析、德懷術專家問卷、訪談及技專校院教師問卷調查結果，經過整理及分析之後，本研究獲致之以下結論：
一、核心競爭力是多種類型能力所組成。
二、學校核心競爭力特徵具有獨特性、價值性、整合性、動態性、延展性、過程性與核心性。
三、學校核心競爭力是學校永續經營的重要根基。
四、學校核心競爭力探討的學校層級著重在高等教育領域。
五、技專校院正面臨再造發展的關鍵期。
六、本研究建構技專校院適用之學校核心競爭力指標體系，包括「科研核心競爭力」、「師資核心競爭力」、「學生核心競爭力」、「學校表現核心競爭力」等四構面，合計79項指標。
七、德懷術專家對於「科研核心競爭力」與「師資核心競爭力」層級各指標評價之共識程度，高於「學生核心競爭力」與「學校表現核心競爭力」層級各指標。
八、受訪談者肯定技專校院具有重要的價值與功能。
九、受訪談者對於提升技專校院核心競爭力的策略，認為應從「師資水準」、「學生能力」、「政府政策」、「學校經營策略」與「合作策略聯 盟」等層面推進。
十、技專校院教師對於「學校表現核心競爭力」層級各指標之認同程度較高，對於「科研核心競爭力」層級各指標之認同程度較低。
十一、技專校院教師對於本研究建構之指標評價，受不同性別、年齡等變項的影響較不顯著，受不同學校型態（科技大學、技術學院、專科學校）的影響較顯著。
十二、技專校院教師背景變項對於編號「A-2科研價值性」、「A-2-4技術移轉件數」、「B-1-2具有博士學位教師數」指標認同程度之影響較顯著，對於編號「C-1-1取得專業證照學生數」、「C-1-2通過專技檢定學生數」、「C-3-3學生公共服務表現」、「D-2-3學校建築物樓地板面積」指標認同程度無顯著影響。
根據上述研究結論，本研究分別提出對主管教育行政機關、技專校院與未來研究建議如下：
一、對主管教育行政機關之建議
（一）重視與應用技專校院之學校核心競爭力指標，並將指標納入技專校院資訊資料庫。
（二）強化技職教育的定位與功能，鼓勵技專校院發展學校優勢特色，協助技專校院增進核心競爭能量。
（三）積極協助競爭力較弱的技專校院，助益學校改善經營體質，建立妥適之技專校院進退場機制，激勵學校再造與整併。
（四）成立學校核心競爭力中心，協助技專校院進行核心競爭力評核，接軌國際教育核心競爭力潮流，辦理學校核心競爭力論壇與研習。
二、對技專校院之建議
（一）強化科學、技術、實務與應用整合的學校核心競爭力，發展技專校院「專業、專才、專項、專精、專攻」的五大核心競爭策略。
（二）建立師資領先的競爭態勢，積極改善師資的品質與結構，增進教師實務經驗與交流，鼓勵教師與業界產學合作。
（三）提升學生的多元競爭能力，協助學生取得專業證照，強化學生實用的專業技能，鼓勵學生參與專業競賽。
（四）以學校永續經營為本，資源有效運用為宗，積極展現優質學校的品牌形象，豎立學校不畏競爭的強勢地位。
三、對未來研究之建議
（一）增加研究對象人數，更採樣本抽樣方式，以使研究立論更為客觀，並擴大研究推論範圍。
（二）採用更多元的指標建構方法，以增進指標研究的適切與實效。
（三）針對不同的學校性質，建構分類的學校核心競爭力指標。 / This research aims to establish a system of school core competitiveness indicators with vocational and technical institute as examples, utilizing methodologies such as literature review, Delphi technique, interviews and questionnaire survey to conduct the research. The research first collects relevant development and information related to core competitiveness, school competitiveness, school core competitiveness and educational indicator of vocational and technical institutes. Consequently through initial establishment of school core competitiveness and subsequent collaboration with 18 Delphi technique experts, a school core competitiveness system suited for vocational and technical institutes are established. Through the process of the research, six other experts are interviewed to provide suggestions of practical understanding to researchers and assist in acquiring a more accurate research data. Finally, 465 indicator acceptance questionnaires are sent to 93 technological universities, technical and vocational institutes and purposive samples were utilized to investigate teacher opinions. 340 questionnaires were returned, giving an effective response rate of 73%.
According to literature review, Delphi experts’ questionnaire surveys, interviews and teacher opinions surveys of vocational and technical institutes, the research reaches the following conclusions after integration and analysis:
1. Core competitiveness is composed of several types of abilities.
2. Characteristics of school core competitiveness include uniqueness, value, integration, mobility, extendibility, process and core.
3. School core competitiveness is the fundamental of sustainable management.
4. Discussion of school core competitiveness is focused on higher education sector.
5. Vocational and technical institutes are facing the critical phase of re-engineering.
6. There are 79 indicators in the process of building school core competitiveness system and they include: “R&D core competitiveness”, “teaching staff core competitiveness”, “students’ core competitiveness” and “school performance core competitiveness”.
7. Delphi experts have higher consensus and appraisal regarding “R&D core competitiveness” and “teaching staff core competitiveness” compared to “students core competitiveness” and “school performance core competitiveness”.
8. The interviewees have high affirmation regarding the function and value of vocational and technical institutes.
9. The interviewees thought effective strategies to promote core competitiveness of vocational and technical institutes include raising “teaching staff level”, “students’ abilities”, “government policies”, “school management strategies” and “strategic alliances”.
10. Teaching staff of vocational and technical institutes have overall higher approval level concerning “school performance core competitiveness” than “R&D core competitiveness”.
11. Evaluations of indicators established in this research are affected mainly by school types (technological university, technical institutes, and vocational schools) rather than gender or age group.
12. Variables of teaching staff of vocational and technical institutes have significant differences with respect to “A-2 R&D value”, “A-2-4 Number of technology transfers” and “B-1-2 Qualified Ph.D. teaching staff”, and less significant differences with respect to “C-1-1 Number of students with qualifications”, “C-1-2 Number of students who passed technical examinations”, “C-3-3- Students’ public service performance” and “D-2-3 Area of school buildings”.
According to the above research conclusions, this research proposes the following relevant suggestions for education administration authority, the educational institutes and future research:
1. Suggestions for education administration authority
(1) Place emphasis and employ practical application of the school core competitiveness indicators of vocational and technical institutes, and incorporate those data into school database.
(2) Strengthen positioning and functions of vocational and technical institutes, develop their unique competitiveness and core competitiveness ability.
(3) Actively assist weaker vocational and technical institutes to improve their management and establish appropriate exit strategies to encourage school re-engineering and consolidation.
(4) Establish center for school core competitiveness to assist assessment of core competitiveness of vocational and technical institutes, follow international educational core competitiveness trend and host forums and research on school core competitiveness.
2. Suggestions to vocational and technical institutes
(1) Strengthen scientific, technical, practical and integrative core competitiveness of schools to develop the five core competitiveness: professional, talented, training, expertise and specialty.
(2) Establish teaching staff competitiveness edge by actively improving teaching staff quality and structure; promote practical experience sharing and encourage involvement with the industry.
(3) Increase students’ multi-faceted competitiveness by assisting students in receiving their professional certifications, enhancing their practical skills and encouraging them to participate in professional competitions.
(4) With sustainable management as key principle and effective utilization of resources as model, actively exhibit a positive image of quality education and strong competitive edge.
3. Directions for future research
(1) Increase number of research targets and employ random sampling to make research conclusion more objective and have wider inference aspect.
(2) Establish more multi-faceted indicators to enhance research appropriateness and effectiveness.
(3) Establish different types of school core competitiveness for different types of schools.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0911525081 |
| Creators | 陳賢舜, Chen. Hsien Shun |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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