| Summary: | 博士 === 國立政治大學 === 教育研究所 === 97 === This research aims to establish a system of school core competitiveness indicators with vocational and technical institute as examples, utilizing methodologies such as literature review, Delphi technique, interviews and questionnaire survey to conduct the research. The research first collects relevant development and information related to core competitiveness, school competitiveness, school core competitiveness and educational indicator of vocational and technical institutes. Consequently through initial establishment of school core competitiveness and subsequent collaboration with 18 Delphi technique experts, a school core competitiveness system suited for vocational and technical institutes are established. Through the process of the research, six other experts are interviewed to provide suggestions of practical understanding to researchers and assist in acquiring a more accurate research data. Finally, 465 indicator acceptance questionnaires are sent to 93 technological universities, technical and vocational institutes and purposive samples were utilized to investigate teacher opinions. 340 questionnaires were returned, giving an effective response rate of 73%.
According to literature review, Delphi experts’ questionnaire surveys, interviews and teacher opinions surveys of vocational and technical institutes, the research reaches the following conclusions after integration and analysis:
1. Core competitiveness is composed of several types of abilities.
2. Characteristics of school core competitiveness include uniqueness, value, integration, mobility, extendibility, process and core.
3. School core competitiveness is the fundamental of sustainable management.
4. Discussion of school core competitiveness is focused on higher education sector.
5. Vocational and technical institutes are facing the critical phase of re-engineering.
6. There are 79 indicators in the process of building school core competitiveness system and they include: “R&D core competitiveness”, “teaching staff core competitiveness”, “students’ core competitiveness” and “school performance core competitiveness”.
7. Delphi experts have higher consensus and appraisal regarding “R&D core competitiveness” and “teaching staff core competitiveness” compared to “students core competitiveness” and “school performance core competitiveness”.
8. The interviewees have high affirmation regarding the function and value of vocational and technical institutes.
9. The interviewees thought effective strategies to promote core competitiveness of vocational and technical institutes include raising “teaching staff level”, “students’ abilities”, “government policies”, “school management strategies” and “strategic alliances”.
10. Teaching staff of vocational and technical institutes have overall higher approval level concerning “school performance core competitiveness” than “R&D core competitiveness”.
11. Evaluations of indicators established in this research are affected mainly by school types (technological university, technical institutes, and vocational schools) rather than gender or age group.
12. Variables of teaching staff of vocational and technical institutes have significant differences with respect to “A-2 R&D value”, “A-2-4 Number of technology transfers” and “B-1-2 Qualified Ph.D. teaching staff”, and less significant differences with respect to “C-1-1 Number of students with qualifications”, “C-1-2 Number of students who passed technical examinations”, “C-3-3- Students’ public service performance” and “D-2-3 Area of school buildings”.
According to the above research conclusions, this research proposes the following relevant suggestions for education administration authority, the educational institutes and future research:
1. Suggestions for education administration authority
(1) Place emphasis and employ practical application of the school core competitiveness indicators of vocational and technical institutes, and incorporate those data into school database.
(2) Strengthen positioning and functions of vocational and technical institutes, develop their unique competitiveness and core competitiveness ability.
(3) Actively assist weaker vocational and technical institutes to improve their management and establish appropriate exit strategies to encourage school re-engineering and consolidation.
(4) Establish center for school core competitiveness to assist assessment of core competitiveness of vocational and technical institutes, follow international educational core competitiveness trend and host forums and research on school core competitiveness.
2. Suggestions to vocational and technical institutes
(1) Strengthen scientific, technical, practical and integrative core competitiveness of schools to develop the five core competitiveness: professional, talented, training, expertise and specialty.
(2) Establish teaching staff competitiveness edge by actively improving teaching staff quality and structure; promote practical experience sharing and encourage involvement with the industry.
(3) Increase students’ multi-faceted competitiveness by assisting students in receiving their professional certifications, enhancing their practical skills and encouraging them to participate in professional competitions.
(4) With sustainable management as key principle and effective utilization of resources as model, actively exhibit a positive image of quality education and strong competitive edge.
3. Directions for future research
(1) Increase number of research targets and employ random sampling to make research conclusion more objective and have wider inference aspect.
(2) Establish more multi-faceted indicators to enhance research appropriateness and effectiveness.
(3) Establish different types of school core competitiveness for different types of schools.
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