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題名：臺灣大學生畢業流向之初探
書刊名：臺灣教育社會學研究
作者：林大森 引用關係
作者(外文)：Lin, Da-sen
出版日期：2010
卷期：10:1
頁次：頁85-125
主題關鍵詞：高等教育；教育分流；畢業流向；勞力市場；Highter education；Educational tracking；Destination after graduation；Labor market
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(14) 博士論文(2) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:944
  • 點閱點閱:120
本研究係於高等教育大幅擴充的結構脈絡下，探討臺灣大學畢業生之畢業流向，並從「家庭背景與個人進入大學之關聯」、「各類大學畢業生對畢業出路之影響」兩個面向，以「臺灣高等教育資料庫」之量化資料，進行深入分析。主要研究發現如下：一、背景變項與個人進入之學校類型有關聯，但模型整體解釋力尚不及10％，可見影響力並不是很大。二、不同類型學校出身者，畢業後的出路有很大的差異，畢業於公立大學者有42％的比例繼續就讀研究所，投入就業市場者不到三成；反觀技職體系畢業生則有近半數進入職場任全職工作。本研究分析顯示，大學畢業生的畢業出路因學校類型之不同而呈現其特殊性，意味著臺灣各類型大學給予學生不同的教育養成。此一研究之成果不但可以再度省思高等教育的擴張現象，也可提供政府相關單位之政策參考。
This study is to inquire university graduates’ further developments under the rapidly expanded higher education system in Taiwan. By retrieving the quantitative data from “Taiwan Higher Education Data System,” this study assesses two issues—”the correlation between personal family background and the accessibility to university” and “the effect of the types of students’ home universities to their further developments after graduation”. The main empirical findings of this study indicated, firstly, the variable of personal family background was related to which types of universities they might access. However, the model’s whole explanation (R square) was less than 10%. Therefore, the variable of personal family background has no serious impact on the different types of universities student access. Secondly, students from different types of universities chose different destinations after their graduation. Among all of the national academic university graduates, forty-two percent of them continued to pursue further degrees in graduate schools and less than thirty percent of them went into the labor market directly from their graduation. Compared to their national academic counterparts, there were about fifty percent of the graduates from technological and vocational education system found a full-time job after their graduation. This study showed that different types of universities led their students to various destinations after graduation. In addition, this study also indicated that the different types of universities cultivated their students in different approaches. The findings of this study not only give the reflection of expansion in higher education system, but also provide some crucial references for governmental policy-making in the future.
期刊論文
1.Vanfossen, B. E.、Jones, J. D.、Spade, J. Z.(1987)。Curriculum tracking and status maintenance。Sociology of Education，60(2)，104-122。  new window
2.Pallas, A. M.、Entwisle, D. R.、Alexander, K. L.、Stluka, M. F.(1994)。Ability-group Effects: Instructional, Social, or Institutional?。Sociology of Education，67(1)，27-46。  new window
3.Carbonaro, W.(2005)。Tracking, students' effort, and academic achievement。Sociology of Education，78(1)，27-49。  new window
4.Theodore, L.、Cheng, S.-Y.(2006)。Tracking, expectations, and the transformation of vocational education。American Journal of Education，113(1)，67-101。  new window
5.Broaded, C. Montgomery(1997)。The limits and possibilities of tracking: Some evidence from Taiwan。Sociology of Education，70(1)，36-53。  new window
6.Gamoran, A.(1992)。The variable effects of high school tracking。American Sociological Review，57(6)，812-828。  new window
7.黃毅志(19931100)。臺灣地區教育對職業地位取得的影響之變遷。中央研究院民族學研究所集刊，74，125-161。  延伸查詢new window
8.黃毅志(1995)。臺灣地區教育機會不平等性之變遷。中國社會學刊，18，243-273。new window  延伸查詢new window
9.黃毅志(20051200)。教育研究中的「職業調查封閉式問卷」之信效度分析。教育研究集刊，51(4)，43-71。new window  延伸查詢new window
10.Useem, E. L.(1992)。Middle schools and math groups: parents' involvement in children's placement。Sociology of Education，65(4)，263-279。  new window
11.孫清山、黃毅志(19960300)。補習教育、文化資本與教育取得。臺灣社會學刊，19，95-139。new window  延伸查詢new window
12.黃毅志(19900300)。臺灣地區教育機會之不平等性。思與言，28(1)，93-125。new window  延伸查詢new window
13.楊瑩(19940500)。臺灣地區不同家庭背景子女受教機會差異之研究。教育研究資訊，2(3)，1-22。new window  延伸查詢new window
14.薛承泰(19961000)。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。臺灣社會學刊，20，49-84。new window  延伸查詢new window
15.林大森(19990300)。臺灣地區家庭背景對中等教育分流的影響：「高中／高職」與「公立／私立」差異的探討。東吳社會學報，8，35-77。new window  延伸查詢new window
16.Hallinan, Maureen T.(1994)。Tracking: From Theory to Practice。Sociology of Education，67(2)，79-84。  new window
17.Lucas, Samuel R.(2001)。Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects。American Journal of Sociology，106(6)，1642-1690。  new window
18.林大森(20020400)。高中／高職的公立／私立分流對地位取得之影響。教育與心理研究，25(上)，35-62。new window  延伸查詢new window
19.蔡淑鈴(20040600)。高等教育的擴展對教育機會分配的影響。臺灣社會學，7，47-88。new window  延伸查詢new window
20.王振寰(19890300)。臺灣的政治轉型與反對運動。臺灣社會研究季刊，2(1)，71-116。new window  延伸查詢new window
21.黃毅志(20031200)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。new window  延伸查詢new window
22..roaded, C. M.(1997)。Structures and systems in higher-education institutions of the promotion of continuing vocational-education。Innovations in Education and International Training，35，198-209。  new window
23.Callahan, R. M.(2005)。Tracking and high school English learners: Limiting opportunity to learn。American Educational Research Journal，42(2)，305-328。  new window
24.Hallinan, M. T.(1992)。The organization of students for instruction in the middle school。Sociology of Education，65，114-127。  new window
25.Hallinan, M. T.、Sorensen, A. B.(1987)。Ability grouping and sex differences in mathematics achievement。Sociology of Education，60(2)，63-72。  new window
26.Van Houtte, M(2004)。Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff。American Journal of Education，110(4)，354-388。  new window
27.Kariya, T.,、Rosenbaum J. E.(1999)。Bright flight: Unintended consequences of detracking policy in Japan。American Journal of Education，107，210- 230。  new window
28.LeTendre, G. K., Hofer, B. K.,、Shimizu, H.(2003)。What is tracking? Cultural expectations in the United States, Germany, and Japan。American Educational Research Journal，40(1)，43-89。  new window
29.Antonazzi, L.(1998)。CVE and the corporate market: A case study of the experience of Warwick business school。Innovations in Education and International Training，35(3)，210-215。  new window
30.Arum, R.,、Shavit, Y.(1995)。Secondary vocational education and the transition from school to work。Sociology of Education，68，187-204。  new window
31.Ono, H.(2001)。Who goes to college? Features of institutional tracking in Japanese higher education。American Journal of Education，109(2)，161-95。  new window
32.Pallas, A. M., Entwisle, D. R., Alexander, K. L.,、Stluka, M. F.(1994)。Ability- group effects: InstructionalInstructional, social, or institutional?。Sociology of Education，67(1)，27-46。  new window
33.Rosenbaum, J. E.(1996)。Policy uses of research on the high school-to-work transition。Sociology of Education，69，102-122。  new window
34.Spade, J. Z., Columba, L.,、Vanfossen, B. E.(1997)。Tracking in mathematics and science: Courses and course-selection procedures。Sociology of Education，70(2)，108-127。  new window
35.Van Meel, R.、Wolf, H.(1994)。Major issues for educational innovation in higher vocational education in the Netherlands。European Journal of Education，29(2)，135-147。  new window
36.Venkatakrishnan, H.,、Wiliam, D.(2003)。Tracking and mixed-ability grouping in secondary school mathematics classrooms: A case study。British Educational Research Journal，29(2)，189-204。  new window
37.LeTendre, G. K.、Hofer, B. K.、Shimizu, H.(2003)。What is tracking? Cultural expectations in the United States, Germany, and Japan。American Educational Research Journal，40(1)，43-89。  new window
38.Brennan, M.(1998)。Structures and systems in higher-education institutions of the promotion of continuing vocational-education。Innovations in Education and International Training，35，198-209。  new window
39.Hallinan, M. T.(1992)。The organization of students for instruction in the middle school。Sociology of Education，65，114-127。  new window
40.Houtte, M. V.(2004)。Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff。American Journal of Education，110(4)，354-388。  new window
41.Kariya, T.、Rosenbaum, J. E.(1999)。Bright flight: Unintended consequences of detracking policy in Japan。American Journal of Education，107，210-230。  new window
42.Antonazzi, L.(1998)。CVE and the corporate market: A case study of the experience of Warwick business school。Innovations in Education and International Training，35(3)，210-15。  new window
43.Arum, R.、Shavit, Y.(1995)。Secondary vocational education and the transition from school to work。Sociology of Education，68，187-204。  new window
44.Rosenbaum, J. E.(1996)。Policy uses of research on the high school-to-work transition。Sociology of Education，69，102-122。  new window
45.Ono, H.(2001)。Who goes to college? Features of institutional tracking in Japanese higher education。American Journal of Education，109(2)，161-95。  new window
46.Spade, J. Z.、Columba, L.、Vanfossen, B. E.(1997)。Tracking in mathematics and science: Courses and course-selection procedures。Sociology of Education，70(2)，108-127。  new window
47.Venkatakrishnan, H.、Wiliam, D.(2003)。Tracking and mixed-ability grouping in secondary school mathematics classrooms: A case study。British Educational Research Journal，29(2)，189-204。  new window
48.Van Meel, R.、Wolf, H.(1994)。Major issues for educational innovation in higher vocational education in the Netherlands。European Journal of Education，29(2)，135-147。  new window
49.Callahan, R. M.(2005)。Tracking and high school English learners: Limiting opportunity to learn。American Educational Research Journal，42(2)，305-328。  new window
50.Hallinan, M. T.、Sorensen, A. B.(1987)。Ability grouping and sex differences in mathematics achievement。Sociology of Education，60(2)，63-72。  new window
會議論文
1.章英華、黃毅志(2007)。臺灣地區教育分流對階層位置影響之變遷：1997年與2005年的比較。「臺灣的社會變遷1985~2005」 : 臺灣社會變遷調查計畫第十一次研討會，中央研究院社會學研究所(主辦) (會議日期: 2007/12/21-22)。臺北：中央研究院社會學研究所。  延伸查詢new window
圖書
1.Shavit, Y.,、Muller, W.(1998)。From school to work。Oxford：Clarendon Press。  new window
2.Jencks, C. et al.(1972)。Inequality。New York：Basic Books。  new window
3.Coleman, J. S.、Hoffer, T.(1987)。Public and Private High Schools。New York, NY：Basic Books。  new window
4.Blau, P.,、Duncan, O. D.(1967)。American occupational structure。New York：John Wiley。  new window
5.吳惠林、張清溪(1996)。教育應以經濟發展為目的？。臺北市：行政院教育改革審議委員會。  延伸查詢new window
6.羊憶蓉、吳惠林(1996)。分流教育與經濟發展：政策分析與實際效果。臺北：行政院教育改革審議委員會。new window  延伸查詢new window
7.謝小芩、張晉芬、黃淑玲(1996)。技職教育政策與職業學校的運作。臺北市：行政院教育改革審議委員會。  延伸查詢new window
8.Oakes, J.(1985)。Keeping track: How schools structure inequality。Birmingham, NY：New Haven：Vail-Ballou Press：Yale University Press。  new window
9.Rosenbaum, James E.(1976)。Making Inequality: The Hidden Curriculum of High School Tracking。New York, NY：Wiley。  new window
10.Lucas, Samual R.(1999)。Tracking Inequality: Stratification and Mobility in American High Schools。New York：Teachers College Press。  new window
11.Bourdieu, Pierre(1977)。Reproduction in Education, Society and Culture。Beverly Hills, California：Sage。  new window
12.Collins, R.(1979)。The credential society: A historical sociology of education and stratification。New York：Academic Press。  new window
13.Bowles, Samuel、Gintis, Herbert(1976)。Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life。London：Routledge & Kegan Paul。  new window
14.薛曉華(1996)。台灣民間教育改革運動：國家與社會的分析。臺北：前衛。new window  延伸查詢new window
15.林大森(2003)。高等技職教育轉型的社會學分析：以「專科改制技術學院」為例。嘉義：南華大學教育社會學研究所。  延伸查詢new window
16.章英華、薛承泰、黃毅志(1996)。教育分流與社會經濟地位：兼論對技職教育改革的政策意涵。臺北：行政院教育改革審議委員會。  延伸查詢new window
17.羊憶蓉(19940000)。教育與國家發展：台灣經驗。臺北：桂冠。new window  延伸查詢new window
18.Bowles, Samuel、Gintis, Herbert(1976)。Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life。New York：Basic Books。  new window
19.Shavit, Yossi、Blossfeld, Hans-Peter(1993)。Persistent Inequality: Changing Educational Attainment in Thirteen Countries。Westview Press。  new window
20.朱敬一、戴華(19960000)。教育鬆綁。臺北市：遠流出版事業股份有限公司。new window  延伸查詢new window
21.蔡瑞明、林大森(2000)。教育與勞動市場的連結：以臺灣教育分流為例。市場、階級與政治：變遷中的華人社會。香港。  延伸查詢new window
22.Alexander, K., Cook, M.,、McDill, E.(1977)。Curriculum tracking and educational stratfication: Some further evidence。Baltimore, MD。  new window
23.Alexander, K.、Cook, M.、McDill, E.(1977)。Curriculum tracking and educational stratification: Some further evidence。Baltimore, MD。  new window
24.Shavit, Y.、Muller, W.(2000)。Vocational secondary education, tracking and social stratification。Handbook of the sociology of education \\ M. T. Hallinan (Ed.)。New York。  new window
25.蔡瑞明、林大森(2000)。教育與勞動市場的連結：以臺灣教育分流為例。市場、階級與政治：變遷中的華人社會 \\ 劉兆佳 (等編)。香港。  延伸查詢new window
其他
1.臺灣高等教育整合資料庫(2010)。畢業後流向調查。  延伸查詢new window
2.公視新聞網(2009)。大學以上失業嚴重 失業率快達10%。  延伸查詢new window
3.技專校院招生策進總會(2009)。98學年度四技二專各聯合招生委員會錄取率一覽表。  延伸查詢new window
4.邱文仁(2009)。景氣衝擊，2009新鮮人起薪縮水。  延伸查詢new window
5.林志成(2008)。不想出社會 國立大學生20%延畢。  延伸查詢new window
6.祝康偉(2003)。大學延畢病蔓延，人力資本折舊將降低競爭力。  延伸查詢new window
7.教育部統計處(2009)。大學聯招指考錄取率。  延伸查詢new window
8.湯雅雯(2009)。大學生起薪 比去年低2000元。  延伸查詢new window
圖書論文
1.許嘉猷(1982)。出身與成就：台灣地區的實證研究。社會科學整合論文集。台北：中央研究院三民主義研究所。  延伸查詢new window
2.陳舜芬(1991)。光復後台灣地區高等教育設校政策之檢討。光復後台灣地區發展經驗。台北：中央研究院中山人文社會科學研究所。new window  延伸查詢new window
3.謝小芩(1993)。教育活動與學校組織。社會組織。國立空中大學。  延伸查詢new window
4.蔡淑鈴(1988)。社會地位取得：山地、閩客及外省之比較。變遷中的台灣社會：第一次社會變遷基本調查資料的分析。臺北：中央研究院民族學研究所。  延伸查詢new window
5.Shavit, Y.、Muller, W.(2000)。Vocational secondary education, tracking and social stratification。Handbook of the sociology of education。New York：Kluwer Academic/Plenum Publishers。  new window
 
 
 
 
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