技專校院知識資產指標建構之研究

The Formation of Knowledge Assets Indicators in Technical Colleges and Universities

翁榮銅

指導教授 ： 吳清基博士 ； 馮丹白博士

國立臺灣師範大學/科技學院/工業教育學系/博士(2002年)

摘要

本研究旨在建立技專校院知識資產指標，分別透過文獻探討、專家訪談、專家座談及問卷調查等四種研究方法，訪談十三位學者專家，並利用改良式CIPP模式架構知識資產指標項目，編擬「技專校院知識資產指標建構問卷」，針對台灣地區科技大學、技術學院及專科學校之校長、副校長、教務長（主任）、總務長（主任）、研發長或技術合作處長（主任）等52名進行問卷調查，根據調查結果利用三角模糊數篩選指標，歸納結論。本研究之結論為：
一、技專校院知識資產可分為有形的實體資產與無形的可資利用的辦學資源。
二、技專校院利用知識特質，有助發揮知識資產的效能。
三、分析技專校院知識資產的內涵，有助發展可行策略。
四、技專校院建立知識資產管理的核心價值，能夠強化知識資產運用綜效。
五、技專校院配合社會環境需求，發揮知識再利用與再生特質，可達成人才培育的使命。
六、強化技專校院知識技術研發與推廣，可踐履終身學習，提升競爭力。
七、研擬策略開發技專校院資源，建立核心價值，有助達成永續經營之目標。
八、技專校院必須善加運用實務性與問題解決的知識資產特質，以展現其存在價值。
九、技專校院知識資產利用的成功要素，包括利用知識資產地圖、活用知識資產模式、運用研發增進經營機會、設置專責研發創新單位或人員。
十、因應技專校院學校特性，修正CIPP評鑑模式，有助技專校院知識資產指標之建立。
十一、技專校院知識資產分為人力資產與組織資產指標兩方面，經三角模糊數篩選可獲得10個構面64項指標。
十二、建構知識資產指標共識的困難與挑戰，確有賴群策群力持續性發展。
根據研究結論分別就本研究提出對主管教育行政機關、各技專校院及後續研究的建議。

關鍵字

技專校院 ； 知識資產 ； 指標

並列摘要

This study was to establish the knowledge assets indicators for technical colleges and universities. Literature review, expert interview, expert meeting and questionnaire survey were utilized in this study. The Assets Knowledge Indicators Questionnaire for Technical Colleges and Universities was designed by interviewing thirteen experts and using the improved CIPP model to identify knowledge assets indicators. A total of 52 presidents, vice presidents, dean of academic affairs, dean of general affairs, directors of research and development, and directors of technical cooperation from technical universities and colleges, and junior colleges in Taiwan were chosen to answer the Questionnaire. The indicators were singled out from the survey results using the triangular fuzzy number.
The following are conclusions of this study:
1. Make use of knowledge characteristics, and promote the efficiency of knowledge assets.
2. Analyze the contents of knowledge assets and enact feasible policy.
3. Build the core values of knowledge assets management and enhance application of knowledge assets.
4. Knowledge assets at technical colleges and universities include tangible physical assets, and intangible but useful education resources.
5. To meet the needs of social environment, technical colleges and universities facilitate the characteristic of knowledge reuse and reproduction in order to reach the mission of developing human capacities.
6. Strengthen the research and development of knowledge technology at technical colleges and universities, implement lifelong learning and promote competitiveness.
7. Design the strategy to develop technical colleges and universities’ resources, and build core values in order to reach the goal of sustaining management.
8. Technical colleges and universities must make good use of practical and problem-solving knowledge assets to show the value of its presence.
9. The successful elements of knowledge assets utilization at technical colleges and universities include using knowledge assets map, applying knowledge assets model, using research and development to increase business opportunity, and establishing unit or hiring people in charge of research and development.
10. Modify the CIPP evaluation model based upon the characteristics of technical colleges and universities. This is instrumental to form the knowledge assets indicators at technical colleges and universities.
11. The technical colleges and universities’ 64 knowledge assets indicators under 10 dimensions, which are divided into human resources and organization sectors, are identified using the triangular fuzzy number.
12. The consensus on forming knowledge assets indicators definitely relies on persistent efforts by all people.
Based upon the above conclusions, this study proposes recommendations for educational administration agencies, technical colleges and universities, and further research.

並列關鍵字

technical colleges and universities ； knowledge assets ； indicator

參考文獻

經濟部技術處（民90）。科技教育白皮書。台北：經濟部技術處。

田振榮等（民91）。建立技專校院提升教學品質指標之研究報告。教育部技術及職業教育司委託專案研究。台北：教育部。

江文雄主編（民88）。技術及職業教育概論（增訂一版）。台北：師大書苑。

楊朝祥（民74）。技術及職業教育理論與實務。台北：三民。

歐陽教（民66）。教育哲學導論。台北：文景。