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題名：台灣高等教育的三個議題研究
作者：銀慶貞
作者(外文)：Ching-Chen Yin
校院名稱：國立東華大學
系所名稱：經濟學系
指導教授：洪嘉瑜
陶宏麟
學位類別：博士
出版日期：2012
主題關鍵詞：補習；高中生；學科能力；基本學力測驗；大學多元入學；滿意度；教育－工作不相稱；過量教育；學非所用；工作滿意度；cram schooling；senior high school student；general scholastic ability test；basic competence test for junior high school students；POLS；2POLS；multiple entrance system to universities；satisfaction；education-job mismatch；overeducation；irrelevance between major and job；job satisfaction
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本論文探討台灣高等教育的三個相關議題，由三篇不同階段教育議題組合而成。第一篇探討學生進入大學前，於高中階段參與補習對於考大學的有效性。第二篇探討學生進入大學前後，採取多元管道入學者的家庭社經背景，以及大學四年期間對於學校各面向滿意度分析。第三篇則是分析大學畢業後，學生初入就業市場，「教育－工作不相稱」的現象對其工作滿意度的影響。
本文三個議題主要使用「台灣高等教育整合資料庫」的資料進行實證分析。第一篇論文議題為「補習對考大學真的有用嗎?」，相較於過去分析補習成效的文獻，本文有兩項主要貢獻：增加考慮高中畢業生的「起始能力」，與採用Heckman「兩階段自我選擇的模型估計法」。研究結果顯示控制起始能力後，補習雖仍有成效，然幅度大幅減弱。若同時考慮自我選擇與起始能力，則不論線性或允許遞減的補習成效都大幅下降，且都不顯著。
第二個議題關於「大學多元管道入學者的個人背景與滿意度分析」。多元入學管道區分為三種：考試、推薦、以及申請。實證模型分別採用Multinomial Logit（簡稱MNL）分析個人背景，採用Probit-Adapted Ordinary Least Squares（簡稱POLS）或二階段POLS（簡稱2POLS）分析滿意度。研究結果顯示，選取不同管道入學者的個人背景大致存在差異，其中我們所關注的家庭社經背景（父親教育程度、母親教育程度、家庭年收入）的影響，顯示在同時控制三個家庭社經變數後，僅突顯母親教育程度對於選取入學管道的影響（考試、或申請）。此結果一方面說明了母親在家庭教育中的重要性大於父親，再方面也說明了大學多元入學方案下，家庭社經背景仍多少影響個人入學管道的選擇。關於不同管道入學者的滿意度分析，結果顯示以「推薦」或是「申請」管道入學者的滿意度普遍高於「考試」入學者，表示多元入學方案的推動，啟動了適性選才的功能。
第三個議題討論「大學生教育－工作不相稱對於工作滿意度的影響」。教育－工作不相稱區分為二大類：「學用程度不相稱」以及「學用關係不相稱」。前者衡量實際所受教育程度以及工作所需教育程度的差異，又細分為過量教育、適量教育、不足教育三類。後者衡量學校所學與工作相關程度，又細分為學用非常相關、大部分相關、部分相關以及無關四類。實證模型採用POLS分析，迴歸結果顯示過量教育或是學非所用皆會降低工作滿意度。進一步分析二大類教育－工作不相稱合併作用的影響，則顯示過量教育降低工作滿意度的影響力大於學非所用的影響。
This dissertation focuses on three issues of higher education in Taiwan. It is a collection of three papers related to education during different stages. The first issue is to explore the effectiveness of cram schooling on the performance in the college entrance examination in Taiwan. The second issue regards the multiple methods of entrance systems to the universities in Taiwan. We discuss whether the various choices of entrance methods are related to the socioeconomic background of the students. Furthermore, we investigate their subjective satisfaction after four years of college study, regarding both facets of school-level and major-level given their choices of entrance methods. The last issue discusses the situation after they graduate from the college. We analyze the effects on their job satisfaction if the students encounter the education- job mismatch after they enter the job market.
The three issues in this dissertation utilize the “Taiwan Integrated Postsecondary Education Database” for our empirical analysis. The first paper studies "The effects of cram schooling on the performance of college entrance examination in Taiwan." Compared with the existing studies of cram schooling, this paper further considers both the role of initial ability and the correction of self-selection bias. The empirical results indicate that cram schooling is still effective but substantially weakened with the initial ability being controlled in the regression. As self-selection and initial ability are both considered, the effect of cram schooling is not significant, regardless of whether the effect of cram schooling is specified as linear or decreasing.
The second issue regards “The analysis on students’ backgrounds and their satisfaction given different multiple entrance admissions of university”. There are three methods of multiple entrances: one via taking examination, another via recommendation by school, and the last via application by students themselves. The empirical model to analyze the individual background is multinomial logit (MNL). Then probit-adapted ordinary least squares (POLS) or the two-stage POLS (2POLS) are adopted to analyze the satisfaction of different multiple entrance admissions. The empirical results indicate that the individuals’ backgrounds affect the choices of entrance admissions. Given the control of three socio-economic variables in the regression, only mother’s level of education has its significant influence on the choices: via examination or via application by students. This result on the one hand illustrates that the mother’s role on the family’s education decision is greater than the father’s; on the other hand, it also shows that socioeconomic background still demonstrates its effects on the individuals’ choice of entrance admissions. On the satisfaction regarding overall, school, field of study, or academic learning, the empirical results imply that the students’ enrollment via "recommendation" or via "application" have higher level of satisfaction than those via "examination". That is, the promotion of multiple entrance admission seems to be very effective.
The third paper focuses on "The education-job mismatch of university graduates and their job satisfaction". The types of education-job mismatch are divided into two categories. The first category measures the gap between the actual level of education and the required level of education, and it is further characterized as overeducated, adequately educated and undereducated. The second category measures the degree of relatedness between majors and jobs, and it is further characterized as very relevant, mostly relevant, partly related and unrelated. We adopt POLS model for analysis. The results show that the workers with overeducation or those with majors unrelated to their jobs have lower level of job satisfaction. Furthermore, the detrimental effect of overeducation to job satisfaction is greater than that of least major-job relevance.
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