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  • 學位論文

技術學院行政類自我評鑑模式之發展

A Study of Development of the Self-Evaluation Model for Administrative Division of Vocational-Technology Institutes

指導教授 : 張仁家 陳瑜芬
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摘要


本研究試圖以文獻探討、層級分析法、資料包絡分析法,發展技術學院行政類自我評鑑模式,藉以提供學校自我評鑑一套具系統性、客觀性及有效性的自我評鑑工具,促使學校瞭解並改善整體行政資源的使用情形。 研究對象為台灣地區32所公、私立技術學院,以91-93學年度之資料作為實證研究資料,計算公、私立技術學院之相對效率。本研究投入項指標:「推廣教育服務總金額」、「生師比」、「全年圖書借閱冊數」、「學校訓輔經費」、「輔導學生人數」「專任職員數」、「校地校舍面積」;產出項指標:「教師獲得政府相關計畫件數」、「學生畢業率」、「教師進修人數」、「獲取證照張數」等共計11項指標。另發放25份AHP問卷,回收問卷23份,有效回收率為92%,剔除填答不完整問卷4份,得有效問卷19份,可用率為76%。 經分析後,本研究結論如下: 一、技術學院行政類自我評鑑模式中以教務行政、生師比及學生畢業率為各層級中權重最高,排序最優先。 二、在固定規模報酬下,三個學年度的實證結果顯示,公、私立技術學院投入資源的運用效率,尚有改善的空間。 三、在變動規模報酬下,三個學年度的實證結果顯示,公、私立技術學院因投入資源的管理不善而造成的技術無效率,於93學年度最高。 四、規模效率經三個學年度的實證結果顯示,公、私立技術學院接近最適產出規模投入量經營時,規模投入量無效率,微幅遞增。 五、91-93學年度共分別有4所、3所、9所學校,需減少投入或增加產出數量,才能達到最適效率。 六、91-93學年度以編號1、5、11、15、29、27的學校分別被參考11次、11次、9次、7次、7次、6次數最多,顯示以上學校的表現值得他校學習。 七、技術學院行政類自我評鑑模式,實施步驟如下:步驟1:決策單位的選取;步驟2:選取投入項與產出項;步驟3:進行層級及資料包絡分析;步驟4:瞭解學校資源配置是否具有效率與所需改善的指標及幅度為何,並著手進行改善。

並列摘要


This thesis aims at providing an organized, objective and effective self-evaluation division for institutes of technology, so as to help institute authorities better understand and improve their efficiency in utilizing administrative resources. The research methodology includes literature review, analytic hierarchy process (AHP), and data envelopment analysis (DEA). A self-evaluation model of the administrative division is developed. The research objects are 32 institutes of technology, both public and private, in Taiwan. The objects’ comparative efficiency is reckoned based on the data of three academic years (2002-2004). The “input” indicators comprise: revenue of the extended education office, student/teacher ratio, book-borrow statistics, budget of the office of student affairs, statistics of student counseling, the number of full-time faculty, as well as campus area and floor space. The “output” indicators are: cases of governmental grants, graduation rate, the number of teachers’ further study, the amount of students’ professional certificates, etc. In addition, 25 copies of the AHP questionnaires were delivered and 23 were responded. The return rate is 92%. Weeding out the incompletely answered 4 copies, the valid questionnaire rate is 76% (i.e. 19 copies). In summary, this thesis finds that: 1. The priority setting of the Self-Evaluation Model for Administrative Division of Vocational-Technology Institutes approach is: academic affairs, student/teacher ratio, and graduation rate. 2. Concerning the scale fixed-return of the related three academic years, there is still room for public and private institutes to improve their administrative efficiency. 3. Among the three academic years, 2004 is the least efficient one due to inability to manage which caused much inefficiency. 4. As to the scale efficiency, when institutes reached the optimal scale, scale input inefficiency slightly increases. 5. There are 4, 3 and 9 institutes in the academic year 2002, 2003 and 2004 respectively that need to either decrease or increase their output so as to reach the optimal efficiency. 6. Institutes labeled No. 1, 5, 11, 15, 29 and 27 have been mostly referred to (for 11, 11, 9, 7, 7, 6 times individually). They are role models for other institutes. 7. The operating procedures of this self-evaluation model are as follows: Step 1, select the decision making unit. Step 2, select the input and output indicators. Step 3, proceed with the AHP and DEA analyses. Step 4, catch the weaknesses of the original resource allocation, and then start improving in more efficient ways.

參考文獻


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被引用紀錄


陳孟婷(2013)。我國大學校務自我評鑑機制實施現況研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0801201418034051

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