本研究旨在建構我國大學教育指標，建構的內容包括：建立指標的模
式、決定模式的成分、選擇成分的指標。為達此研究目的，本研究首先蒐
集相關文獻，探討大學教育指標的概念，分析國內外大學教育指標的現況
，以此做為問卷編製的基礎；其次， 召開三次 座談會，進行問卷內容的
修訂；問卷修訂完成後，實施問卷調查， 評估各項指標的重要 程度 。
經 52 位學者專家評估的結果，本研究提出 101 項重要指標， 以 「背
景－輸入－過程 －成果」 的模式為基礎，分為：1、設校、設備與資源
；2、學生結構與入學； 3、圖書資源； 4、行政與經費； 5、教學；6、
課程；7、學生活動與服務；8、教育成果；9、學術研究；10、社會服務
。 綜合研究的
結果，本研究從三方面提出結論：

一、有關大學教育指標的概念

（一）教育指標具有多種功用，但使用時必須瞭解其限制。
（二）發展教育指標有一定的程序，應讓教育持分者充分參與。
二、有關國外大學教育指標的發展

（一）各國發展教育指標的背景頗為相似，且過程遭遇的問題相當類似。
（二）教育指標的分類方式不同，但包含「背景－輸入－過程－成果」的
概念。 三、有關我國大學教育指標的現況

（一）「中華民國教育統計指標」報導全國性教育統計資料，編輯的內容
與型式有待加強 。

（二）中程校務發展計畫的指標已相當成熟，惟需加強指標的一致性與涵
蓋性。 四、有關我國大學教育指標的建構

（一）本研究建構的方法嚴謹，研究結果可供參考。

（二）評估結果選出 101 項重要指標，並調整指標的分類。
（三）各類指標的重要性不同，所顯示的意義值得重視。
（四）評估者建議指標 15 項，其重要性有待進一步的評估。
根據研究的結果，本研究針對三方面提出建議：

一、對教育行政機關的建議

（一）設立專責機構，負責指標的整合與發展。

（二）善用指標輔助決策，避免誤用指標所帶來的危害。
（三）改進「中華民國教育統計指標」的內容與型式。
（四）建立大學教育指標資料庫。

二、對各大學的建議

（一）設立管理指標資料的專責單位。

（二）運用指標加強校內的決策與管理。

三、對後續研究的建議

（一）擴大參與評估的對象。

（二）利用其他方法深入研究。

（三）針對建議的指標進行評估。

（四）實際發展指標的量度。

The main purpose of this study was to develop a
conceptual frameworkof a national education indicator
system for colleges and universities inTaiwan. Details of
developing this conceptual framework included establishinga
moderate model, determining the model components, and
selecting somerepresentative and critical indicators of each
component. In order to attainthis purpose, the study firstly
reviewed the literature concerned: (1) theconceptions of
education indicators for higher education; (2) the
developmentand the status quo of education indicators
in several countries andorganizations. A draft questionnaire was
also constructed based on the resultsof literature review.
Secondly, three meetings were held for panel discussionsto
revise the draft questionnaire. After that, this study had
54 educatorsand specialists as the raters to evaluate the
importance of each indicatorlisted in the revised
questionnaire. The raters were consisted of 39 educatorsof
colleges and universities, 9 administrators of the Department of
Education, 6 representatives of professional associations
and industry. Fifty-tworaters responded, which gave a response
rate of 96.3%. Finally, a set of 101
important indicators were selected on the basisof
aforementioned study procedures. These indicators were
constructed basedon an implicit model of "context － input
－ process － result", and weredivided into ten categories
including: (1) locating and physical facilitiesof colleges;
(2) accessand student characteristics; (3) library
resources;(4) administration and finance; (5) teaching
quality; (6) curriculum;(7)student activities and services;
(8) student progression and outcomes;(9) research
activities; (10)community services.

The conclusions of this study are as follows:
1. Relating to the conceptions of education indicators for
higher education :(1) Education indicators have many uses but
they also have some limitations in nature and usage.

(2) The authority concerned should follow the steps
in developing education indicator systems and have
stakeholders involved. 2. Relating to the development of
education indicators in other countries and organizations:

(1) The impulses and the difficulties of programmes on
developing education indicators are quite similar.

(2) The models designed for education indicator systems were
diverse and the " context－input－process－result" model
was frequently adopted by developers.

3. Relating to the development of education indicators in
Taiwan: (1) In Taiwan, the publication of the
government － "Education Statistics and Indicators in
R.O.C." reported the national conditions and trends
of education, but the content and the format should be
improved. (2) Indicators adopted in the examining work of
"Mid-term Plans for Affairs and Development of Colleges
and Universities " held by the Department of Education
were well-developed, but the uniformity and the
comprehensiveness of the education indicator systems were not
satisfied yet.

4. Relating to the results of constructing a education
indicator system for colleges and universities in
Taiwan: (1) Because of the proper
methods and procedures adopted by this study , the
results were convincible in validity.
(2) One hundred and one important indicators were
selected across ten categories.

(3) Some categories and indicators were emphasized by the raters
especially. (4) The raters suggested 15 further indicators
that were not listed in the questionnaire.

The proposed suggestions of this study were as follows:
1. For the Department of Education: (1) to establish a
specialized institution responsible for the work of
developing indicators; (2) to make good use of education
indicators and to avoid the dangers they may arise; (3) to
improve the content and the format of "Education
Statistics and Indicators in R.O.C. "; (4) to establish a
database of education indicatorson INTERNET.

2.For colleges and universities in Taiwan: (1) to set a
academic unit responsible for aggregating and managing
indicator data; (2) to inform decision-making processes
and to improve the quality of management by using
indicators.

3.For the further studies: (1) to enlarge the study samples
to achieve higher consensus; (2) to employ Delphi
techniques or panel discussions for in-depth studies ;
(3) to rate the importance of 15 suggested indicators
of this study.
The main purpose of this study was to develop a