美國專業學院之研究

美國「專業學院（professional schools）」，引領高學歷結合專業知能的潮流，合乎經濟和社會對專業服務的需求，為未來職業作準備。而台灣自95學年度擇優選取七所學校試辦「商管專業學院」，本論文選擇政治大學商管專業學院作介紹並進行比較，給予我國專業學院相關改革上的啟示。透過本論文相關探討後，獲得以下結論：（一）高等教育普及化的現象，造就高學歷（研究所學歷）成為就業之必備條件；（二）美國研究生教育以傳統的碩士學位與博士學位和專業學院為主；（三）美國多元化學位制度影響專業學院的地位；（四）專業學位和學術學位組織名稱、教育目標和課程各有區別。最後，根據上述研究結果給予台灣專業學院建議如下：（一）建立國內專業學院以美國專業學院為學習標竿；（二）確立學術學位與專業學位的區隔，給予專業學院明確的定位；（三）打破學系間的籓籬且重新規劃學位制度，再造大學院校學術組織；（四）規劃明確之畢業條件，使學生擁有實務經驗的能力；（五）積極參與國際專業評鑑，以利國際接軌。

關鍵字

專業學院；學位制度；研究生教育；專業學位；管理專業學院；企業管理學系碩士班

並列摘要

Professional schools in U.S. leaded the trend by combining higher academic degrees with professional knowledge, catering for the needs of academic service towards economy and society for students’ future career preparation. In Taiwan, seven “professional schools of business and management” were screened out as universities on a trial basis in 2006. The current paper selected the professional schools of business and management in National Chengchi University as the target to be introduced and compared with others. It is hoped that some insightful inspirations can be offered to authority concerned in Taiwan for the reform related to professional schools. The current study yielded the following conclusions. Firstly, the prevalence of higher education causes higher degrees (graduate school level) to be the necessity of employment. Secondly, the multiple educational systems in U.S. influence the status of professional schools. Thirdly, the education of graduate students in U.S. mainly focuses on traditional graduate schools to offer master and PhD degrees as well as professional schools. Fourthly, it is essential to distinguish between academic and professional degrees in terms of their educational purposes, names of institutional departments and functioning ways. Eventually, based on the study results, suggestions to professional schools in Taiwan are (1) to establish domestic professional schools based on the ones in U.S. as the learning target; (2) to identify the difference between academic and professional degrees, indicating clear directions of professional schools; (3) to break the hedge among various departments and redesign systems of academic degrees, reestablishing academic organizations of universities; (4) to devise conditions for graduation thresholds, making students obtain practical working experiences; (5) to actively participate in international professional evaluations to interact among nations.

並列關鍵字

Professional School ； Academic Degree ； Graduate Education ； Professional Degree ； Yale School of Management(SOM) ； Master of Business Administration(MBA)