20 世紀80 年代後，世界許多國家與地區的高等教育政策由數量 擴充轉變為學術卓越，導致諸多國家先後制定了建設世界一流大學的 政策。本文經由分析此一現象，再探究其發展脈動，並討論我國建設 世界一流大學政策的發展與調整，最後提出結論與建議，藉愚者一 得，以供參考。從國際相關政策可看出，建設一流大學乃近年來國際 共有的現象，但其引發的資源排擠效應亦引起關注，故在發展上產生 若干轉折，即倡議從建設一流學校到建立一流教育體系，並從世界高 教參照體系中認清自我定位，否則削足適履、邯鄲學步，恐將適得其 反，而有礙卓越發展。從上述發現，本文歸結提出聚焦專長以重點領 先、整併合作以卓越發展、強健體制以深耕教學等政策建議。歸言之， 卓越發展仍不能脫離以學生為中心的教育功能，德國洪堡德整合教學 與研究之大學理念仍應持續弘揚，而學生生活世界的優質與豐沛，仍 應是教育園丁的首要考量。

Since the 1980s, the world has shifted the focus of higher education from quantity expansion to academic excellence. This forced many nations and Taiwan to adopt the policy of establishing world-class institutions. This paper studies the education policies of six countries, including Taiwan. Canada, France, Germany, Japan, Korea have taken various measures to build world class universities and to improve their higher education competitiveness. Remarkable measures are common among them, such as more funding for education and research, more focus on research capacity, more resources for talents cultivation and key universities. Taiwan has similar policies such as “Top University and Elite Research Center Development Plan” and “Top University Project”. In this article, the goals and missions, requirements and criterions, main points and effectiveness, and existing problems of such plans are explored. It discusses the competition trend in higher education across the globe, as well as the complex dimensions of competition. Here, the author provides an analysis of the competition phenomenon from the global landscape as well as from the mentioned countries. Finally, this study concludes with some recommendations for Taiwan.