大學生對學校合併意願之探討:認同、資源及地位的影響

教育部積極推動台灣的大學合併，向以資源為誘因，然而合併的情形並不如預期成功。本研究的目的是探討大學生對於自己學校與其他學校合併的意願如何受到學生對自己學校的認同（團體認同）、及預期合併後可獲得多少資源（資源預期）的影響，以及資源與認同的影響是否會隨著兩個學校的相對地位（團體地位）的高低而有所不同。本研究採取實地實驗法，以高雄醫學大學164位學生為參加者，請他們閱讀他們學校將與另一所大學合併的假設性情境，並操弄欲合併大學的地位比其大學高(其大學為低地位團體)或低(其大學為高地位團體)，並操弄合併後學校預期獲得資源的多寡（資源預期高低）。另外還測量了學生對學校的認同以及合併意願。階層迴歸分析的結果顯示，(1)預期獲得較多資源的學生其合併意願高於預期獲得資源不高的學生。(2)當學校是和低地位的學校合併時，相較於和高地位的學校合併，學生的合併意願比較低。(3)團體認同和團體地位對合併意願有交互作用，亦即，學校地位高低對學校認同低的成員之合併意願影響較大；學校地位高低對學校認同高的成員之合併意願影響較小。(4)團體認同、團體地位與資源預期對合併意願有三因子交互作用，也就是認同和資源對合併意願的交互作用決定於團體地位。對於高地位學校而言，資源預期高的學生其合併意願高於資源預期低的學生，低認同的學生尤其如此。但是對於低地位學校來說，資源預期的影響效果並不會受學生對學校的認同高低所影響。最後根據研究果對教育部的大學合併政策提出建議。

關鍵字

大學合併；團體認同；團體地位；資源

並列摘要

Ministry of Education in Taiwan has been using resource as a strategic impetus for university merger. The policy has not met with expected success. The aim of the study was to examine the effect of university students’ identification with their school (group identification) and resource gain expected from merger (resource expectation) on their willingness to merge with another university. Whether the effect of resource expectation and group identification was conditioned on the relative status of the two schools (group status) was also investigated. 164 students from Kaohsiung Medical University (KMU) participated in the field experiment. They were presented with a fictitious scenario about the proposed merge between KMU and another university. In the scenario group status of the university proposed to be merged with was manipulated as lower or higher than KMU .Resource gain expected from the proposed merger was manipulated as much or little. The participant’ identification with KMU and their willingness to merge with the university were measured. The results of hierarchical regression analyses were as follows: (1) The students who expected much resource gain from the merger had higher willingness to merge than those who expected little. (2) When proposed to merge with lower status school, compared with higher status school, the students were less willingness to merge. (3) An interaction effect between group identification and group status was significant, which indicated that the impact of school status on willingness to merge was greater for the students with lower school identification than the students with higher identification. (4) An interaction of resource expectation and group identification was observed for higher status school, but not for lower status school. When proposed to merge with low status school, the effect of resource expectation on willingness to merge for higher status school is significant, especially for students with lower school identification. Some suggestions on university merger policies were provided for Ministry of Education in Taiwan.