我國師範學院轉型之研究─風險管理之觀點

Abstract

本研究為了解我國師範學院紛紛轉型之成因、內涵與其影響，試從「風險管理」角度分析，探究師範學院轉型與其風險管控發展過程，研究方法以文獻分析與比較分析法為主。 第二章探討風險管理定義與內涵，並將師範學院所類屬之「高等教育機構」與風險管理共同探討，第三章並將美、英、日、法等國師範教育機構與風險管理共同探究。第四、五章將針對我國師範學院之風險與轉型加以探討，並將國外師範教育機構風險管理與我國師範學院比較、統整。第六章根據前述研究發現，提出以下結論：（1）風險管理是組織對生存發展的不確定性進行管理的過程；（2）高等教育機構風險帶來定位、資源、環境與經營等生存條件之危機，也有獲利的機會；（3）美英日法師範教育機構亦遭遇風險，每階段轉型等同對風險管理，但也帶來了之後的風險；（4）我國師範學院遭遇風險係由國內外環境因素所引起，並對生存與發展條件產生威脅；（5）我國師範學院轉型主要為先升格為教育大學再與其他高等教育機構合併，次為直接升格為一般大學，最少為合併後升格為一般大學；（6）依我國師範學院轉型特性，可發現其具有風險管理之意涵，每種策略都有其優劣勢，可降低風險損失，亦提升其競爭力；（7）我國師範學院轉型能夠減少部分風險，但是未降低的風險及因轉型所造成的新風險，仍會繼續威脅轉型後的師範學院；（8）我國師範學院與國外師範教育機構轉型在風險管理上具有相似性，值得我國師範學院在轉型上的參考，但必須考量其限制性。

The research aims to investigate the transformation of teachers colleges through risk management perspective in order to understand why and how teachers colleges in Taiwan transformed. Methods adopted in this research are documents analysis and comparative analysis. In chapter two, the researcher discusses the definition of risk management, and the relation between higher education institutions in general, teachers colleges in particular, and risk management. In chapter three, the researcher discusses normal schools in the United States, the United Kingdom, Japan, and France through risk management viewpoint. In chapter four and five, the research focuses on the risk and transformation of teachers colleges in Taiwan, and compares the risk management of normal education in the United States, the United Kingdom, Japan, and France to teachers colleges in Taiwan. In chapter six, the research draws conclusions from preceding research findings: (1) Risk management is a necessary process organizations manage their uncertainty of survival and development; (2) Risks of higher education institutions bring crises of survival, such as position, resource, environment and operation, and chances of getting profits as well; (3) Normal schools in the United States, the United Kingdom, Japan and France encounter risks and transformed accordingly. However, transformation of normal school will bring new risks; (4) Risks of Teachers colleges in Taiwan are caused by factors of changing domestic and overseas environment, which make teachers colleges difficult to survival and develop; (5) The transformation of teachers colleges in Taiwan comprises three styles: Most of teachers colleges are upgraded to the university first and then merge with other higher education institutions. Secondarily, teachers colleges are graded to the normal university. Last, teachers college merges with other colleges first and then are upgraded to the normal university; (6) We can find the meaning of risk management from the transformation of teachers colleges, and each transforming strategy has its pros and cons, which can reduce risk damage and raise competitiveness; (7) However, the transformation of teachers colleges can reduce a part of risk, but the non-reduced risk and the new risk caused by transformation will continue to threaten transformed teachers colleges; (8) The risk management of teachers colleges in Taiwan is similar to those in other countries, and their experiences are valuable.