A case study on transformation and development of a private university of technology

• Main Authors: Ping-FuFang, 方品富
• Other Authors: Yao Tang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/97717133519948596467

碩士 === 國立成功大學 === 教育研究所 === 99 === The purpose of the research was to discuss the process how Taiwan’s private technical colleges achieve organizational transformation and rapid upgrading through implementation of business strategies in the past decade. It took Southern Taiwan University as the research object for analysis. The research method mainly applied the document analysis and in-depth interview, combining with narrative methods and qualitative methods. It also summarized CIPP model, SWOT analysis, Five Forces analysis, and CORPS model as the framework of research analysis and questionnaire. By interviewing the staff involved in transformation work, it could understand the process of strategy use. Six major conclusions are drawn from the findings of this research: 1. Background Context: (1) Main external factor was the changes in education policy. (2)Competitors were transited from the nearby college to the nationwide University of Technology and general University. (3) The diversity of students’ study paths increased the chance of taking higher education, but also produced a number of competitive threats. 2. Decision core: (1) The spirit of Southern Taiwan University was still the main idea of school operation. (2) It used the way of business management to make the plan for school development. (3) Continuing communication with staffs and the Board obtained their supports. 3. Client: (1) Students had improved on the intellectual level after transformation. (2) The clients were not limited to students, but inclusive of industry, government, and academia area. 4. Operation: (1) The principal, Mr. Hsin, adapted the trust philosophy, but Mr. Chang chose people with talents only (2)The early period of transformation focused on the institutionalization of personnel employment. In the later period, Mr. Chang used enterprise management to promote school transformation. 5. Resources: (1) It used budget deficit to solve the problem of insufficient funding. (2)Sources of funding gradually diversified. (3)It increased funding to improve the equipments. 6. Participants: (1) Most teachers were bachelor degree in the early period, and were replaced by doctorate degree after transformation. (2) The high cohesion of the members was one of the major factors in successful transformation. (3)The teachers were with sufficient practical experiences. 7. Service: (1) The educational goal was transited from the holistic education to the development of humanization, science and technology. (2) Industry-academy cooperation became the school's development priorities. (3) The development of students became diversified.