改制之技術學院和科技大學競爭策略建構之研究

Abstract

本研究旨在探討改制之技術學院和科技大學，經營上所遭遇的問題和面臨的衝擊，如何藉由建構學校適用之經營競爭分析方法、競爭策略、功能層級策略，以建立和維持學校之競爭優勢。為達成研究目的，本研究運用專家諮詢與座談法發展競爭分析工具和訪談問卷；藉由個案研究法針對本研究三個個案學校校長和相關一級主管及部份教師進行訪談研究；採用文件分析法收集和分析個案學校相關之文件資料；最後藉由詮釋學研究法的五個步驟，建構學校適用之競爭策略，競爭策略建構糢式包括六個步驟，依序為學校定位、經營競爭分析、競爭策略選擇、競爭策略、功能策略、競爭策略執行。 本研究之主要結論如下：一、學校改制之後所遭遇的問題：很多學校結束二專部和二技部，改以四技和研究所以因應招生之競爭；部份學校為儘早完成改制，大量聘用沒有實務經驗的博士級助理教授，已影響到技職教育之發展。二、學校改制之後所遭遇之衝擊：因應台灣加入WTO，各校要求學生畢業時之英文程度要達全民英檢中級以上；校務基金之運作仍然不夠彈性極待改善。三、改制之學校適用之競爭分析方法：學校價值鏈分析法共有68個價值活動分析項目，為有效的內部環境分析工具；學校五力分析法共有20個影響力項目，為有效的外部環境分析工具；學校SWOT分析法為有效的內部環境和外部環境分析工具。四、改制學校之競爭策略：包括提升教師各種能力之教師導向策略、提升學生各種能力之學生導向策略、提升各種行政效能之行政導向策略、提升各種環境效能之環境導向策略。五、改制學校之功能層級策略：包括（一）各種跨功能別策略：標竿學習、TQM、核心能力、組織學習、企業流程再造等策略；（二）企業功能別策略：教師導向、學生導向、行政導向、環境導向等之具體策略方案。

The research aims to explore the ways to establish the competitive analysis, competitive strategies, and functional-level strategies fitted for schools to overcome the difficulties and impacts encountered by transformed institutes and universities of technology during competitive advantage of establish. In order to achieve the goal, expert consultation and meeting is adopted to develop competitive analysis tool and questionnaire. Through case study, three targeted principals, related first-class executives, and teachers are interviewed. In addition, documentary analysis is used to analyze the related documents provided by targeted schools. At last, the five steps of hermeneutic study facilitate schools to build their own competitive strategies. The six steps of model of competitive strategy establishment included school position, competitive analysis, competitive strategic choice, competitive strategy, functional strategy and competitive strategy implementation.

The conclusions of this research are followed. First , the problems that the schools encounter after transformation. For example, many schools replace their two-year junior colleges and two-year colleges with four-year colleges and graduate institutes to cope with the recruitment competition. And some schools hire a lot of assistant professors with doctor degree but lack of practical experience to accelerate the transformation; however, this prevents the career and technical education from development. Second , the impacts after transformation. Each school has asked students to pass Intermediate level of General English Proficiency Test before graduation so as to handle Taiwan’s entry into WTO. Furthermore, the inflexible manipulation of school funds needs improvement. Third, the approaches to competitive analysis fitted for transformed schools. There are 68 items of value-activity analysis in school value chain, a valid tool for internal environment analysis. Five-force analysis, a valid tool for analyzing external environment, contains 20 items. The SWOT analysis can validly analyze both internal and external environment. Forth , the competitive strategies of transformed schools. Those strategies include teacher-oriented strategy intending to improve teachers’ abilities, student-oriented strategy targeting to uplift students’ abilities, administration-directed strategy promoting administrative effectiveness, and environment-driven strategy aiming to enhance environmental efficiency. Fifth , the functional-level strategies of transformed schools. There are two major parts, including cross-functional strategy and business-functional strategy. Speaking of cross-functional strategy, benchmarking, TQM, core competence, business process reengineering, organization learning, and so on all belong to it. Concrete strategy programs like teacher-oriented, students-oriented, administration-directed, and environment-driven strategy are business-functional strategy.