科技大學回流教育管理績效指標建構與應用之研究

本研究旨在探討科技大學回流教育管理績效指標建構與應用之研究，以人力資本、學校效能、自我需求與課程設計等層面進行整體評估。本研究採用模糊專家調查為主要研究方法，以「學校管理者」、「學生期待者」與「企業管理者」等三種角度切入，評估學校辦理回流教育的管理績效。本研究建構回流教育管理績效指標以進行系統性地測量，藉由分析、歸納、探測與解釋，反映當前回流教育管理上潛在的問題、現象及趨勢。研究結果發現，一、學校管理者、學生期待者與企業管理者等三種角度，對「人力資本」層面，未達統計顯著水準，顯示各層面的重要性程度排序並不一致，但是三種角度對各層面的重要性權重沒有差異；二、學校管理者、學生期待者與企業管理者等三種角度，對「學校效能」層面，未達統計顯著水準，顯示各層面的重要性程度排序並不一致，而且三種角度對各層面的權重有差異；三、學校管理者、學生期待者與企業管理者等三種角度，對「自我需求」層面，未達統計顯著水準，顯示各層面的重要性程度排序並不一致，而且三種角度對各層面的權重有差異；四、學校管理者、學生期待者與企業管理者等三種角度，對「課程設計」層面，未達統計顯著水準，顯示各層面的重要性程度排序並不一致，但是三種角度對各層面的重要性權重沒有差異。本研究依據研究目的、文獻探討、研究設計與研究結果提出結論：一、回流教育管理績效指標包括人力資本、學校效能、自我需求與課程設計等四個層面。二、三種角度對科技大學回流教育管理績效指標層面有所差異。三、三種角度對指標向度重要性程度排序有所差異，以及三種角度對指標各層面的相關均呈現正相關。據此針對教育主管機關、科技大學及未來相關研究提出建議。

關鍵字

回流教育；科技大學；管理績效；績效指標

並列摘要

This study aims to explore the Construction and Application of Managerial Performance Indicator in Recurrent Education within the the University of Science and Technology. The assessment domains are included manpower capital, the effectiveness of the schools, the self-demand and course design. The main research method is Fuzzy questionnaires survey which is allowing the research to be dissected through three different perspectives centering on “schools being the managers”, “students as the expected” and “company managers”, and evaluating how schools manage their recurrent education through performance indicators. This study reflects the latent problems, phenomenon and trends by analyzing, summarizing, exploring and interpreting data from statistic indicators. This study reveals 1. There is no significant difference between school managers, students’ expectants and company managers in the “manpower capital” aspect. The result further proved that the order for the significance of each aspect is different, but its weight is not affected by the three perspectives provided; 2. There is no significant difference between school managers, students expectants and company managers in the “the effectiveness of the schools” aspect. The result indicated that the order for the significance of each aspect is different, but its weight is affected by the three perspectives provided; 3. There is no significant difference between school managers, students expectants and company managers in the “self-demand” aspect. The result indicated that the order for the significance of each aspect is different, but its weight is affected by the three perspectives provided; 4. There is no significant difference between school managers, students expectants and business satisfaction in the “course design” aspect. The result further proved that the order for the significance of each aspect is different, but its weight is not affected by the three perspectives provided. This study provide four conclusions from research purposes, literature review, research design and research results: 1. The management of performance indicators in recurrent education, including the four aspects of manpower capital, the effectiveness of the school, self-demand and course design; 2. The three perspectives (school managers, students expectants and business satisfaction) regard the aspects of the management; 3. The three perspectives show significant differences in the order of importance of indicators; 4. The three perspectives show a positive correlation with all aspects mentioned above. The results from the research will be drawn upon to provide suggestions toward educational competent authorities, universities of science and technology, technological and vocational colleges, as well as related researches in the future.