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題名:高等技職教育風險管理與保險相關課程影響因素之研究
作者:黃麗安
作者(外文):Li-ann Huang
校院名稱:國立高雄第一科技大學
系所名稱:管理研究所
指導教授:賴麗華
學位類別:博士
出版日期:2008
主題關鍵詞:風險管理與保險高等教育技職教育改制異動風險Risk Management and InsuranceHigher EducationTechnological and Vocational EducationUpgradedChange Risk
原始連結:連回原系統網址new window
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1980年代以前台灣高等教育政策,其最重大之改變乃在於技專院校數量快速、大幅的異動、擴增。台灣技職教育學校數量的快速擴增使台灣高等教育結構發生顯著的變化。近來,技職教育改制對高等技職教育風險管理與保險相關課程帶來劇烈的影響。本研究之研究目的在於評估台灣普通高等教育學校及高等技職教育學校數量因各種異動類別-新設、改制與改名之異動風險比較分析;探討影響高等技職教育風險管理與保險相關課程之因素。採用整體模式係數顯著性檢定、H-L檢定、邏輯斯廻歸統計方法(logistic regression method)及無母數分析方法中之魏可遜配對組符號等級考驗統計方法(Wilcoxon matched-pairs signed-rank test)進行統計分析,相關結論如下:
1.設風險管理與保險課程之一般大學,因新增所衍生的校數異動風險較改制或改 名為大,高等技職教育學校因改制所衍生的校數異動風險較改名或新增為大。
2.不論是已改制或未改制之高等技職教育學校及已改名或未改名之科技大學,學校規模、碩士班學生人數、開設之RMI科目數、改制及改名等自變數對於高等技職教育風險管理與保險相關課程RMI有顯著不同之影響。
3.高等技職教育學校而言,在0.05顯著水準下,發現學校規模、教師人數、二專、五專及四技學生人數、二專、五專及大學人數於改制前後有顯著的差異。相對於此,碩士班及博士班學生人數、碩士班及博士班開設之RMI課目數於改制前後並無顯著的差異。所有顯著差異之變數於改制後皆呈現增加的情形。
4.科技大學而言,在0.05及0.10顯著水準下,二專、四技及碩士班學生人數、大學及碩士班開設之RMI課目數於改名前後有顯著的差異。其中二專之學生人數於改名後呈現減少的情形,四技及碩士班學生人數、大學及碩士班開設之RMI課目數於改名後呈現增加的情形。
本研究顯示,藉由高等教育體系異動風險之變動對教育資源的分配及調整提供清楚的意涵。本研究亦顯示高等技職教育改制學校,其改制前後顯著影響變數為學校規模、教師人數、學生人數及RMI科目數,高等技職教育改名學校改名前後顯著影響變數為教師人數、學生人數及RMI科目數。
In the 1980’s ago, the most change of policy of higher education in Taiwan is schools increase largely. The rapid growth of technological and vocational education in Taiwan is causing a significant structural change in higher education. Recently, the technological and vocational education upgraded events have brought drastic impacts upon related courses of risk management and insurance in the higher technological and vocational education.
The main purpose of this study is to investigate change risk in Taiwan''s higher education. We can see that three types of change risk in higher education includes addition, upgrade and rename in Taiwan, and to analyze the determinants of the related courses of risk management and insurance in the higher technological and vocational education. By applying Omnibus test, H-L test, logistic regression analysis and Wilcoxon Matched-Pairs Signed-Rand Test method, we can found that:
1.General universities (higher vocational and technological education) with risk management/insurance related departments, it was found that the effect on the schools numbers of change risk of addition (upgraded or/and rename) shows larger than the effect on the schools numbers of change risk of upgraded or rename (addition).
2.The school size, student numbers of MBA, RMI courses, upgraded, rename, RMI courses have significant different on the RMI program or study courses in the higher technological and vocational schools with/without upgraded schools, and the university of science and technology with/without renamed schools.
3.For higher technological and vocational schools, under the level of significance 0.05, we have found the school size, teacher numbers, students of 2-year junior college, 5-year junior college, 4-year technological college, RMI courses of 2-year junior college, 5-year junior college and undergraduate were significantly different after upgraded. In contract, students of MBA, PhD, RMI courses of MBA, PhD were not significantly different after upgraded. All the significant variables increased when junior colleges upgrading to technological colleges.
4.For Science and Technological University, under the level of significance 0.05 and 0.10, we have also found that the assistant professors, students of 2-year junior college, 4-year technological college, MBA, RMI courses of undergraduate, MBA were significantly different after renamed. Students of 2-year junior college decreased when technological colleges renamed to the universities of science and technology. Assistant professors, students of 4-year technological college, MBA, RMI courses of undergraduate and MBA shows increased when technological colleges renamed as the universities of science and technology.
The results offer clear implication regarding the allocation and adjustment resources across the basic change risk in the higher education system. These results also provide that some significant changes in the upgraded schools and renamed schools of higher technological and vocational education, such as numbers of student and teacher, RMI course numbers and school size.
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