台灣高等教育卓越政策積累性與正當性之探討

Abstract

隨著知識經濟時代的到來，各國無不投入培育優秀人才的行列，紛紛推出各樣的培育人才計畫。台灣也不例外，自1998年十二年項教改行動後，台灣也陸續推動相關的高等教育卓越政策，其中較受矚目的有2000年「大學學術追求卓越發展計畫」、2005年「發展國際一流大學及頂尖研究中心計畫」，以及緊接在頂大計畫後的「獎勵大學教學卓越計畫」。然而這些計畫實施期間並非如此順利，政府遇到了層層阻礙，如經費的分配、整體資源的限縮、非頂尖大學的反對、學術政治的形成、大學M型化的加劇、重研究輕教學等等的問題。本研究係利用理論分析法、文件分析法與歷史研究法。運用Claus Offe的國家系統循環理論，檢視台灣高等教育卓越化政策的發展脈絡，探討卓越計畫與經濟系統、社會文化（正當性）系統有何關聯性，並且政府在系統中所扮演的角色及其應對。 研究結果顯示政府在推行卓越政策的同時需要兼顧積累性與正當性。從頂尖大學相關執行成效與研究報告中，可以看出高等教育卓越政策在短期內的成效，不管在產學合作、國際學術論文發表，以及世界大學排名的結果等方面皆有相當的成果；在正當性一面，政府透過教學卓越計畫，讓其他未入選頂尖大學的學校也能透過競爭式經費得到補助，由此可知台灣高等教育卓越政策的推行過程正依循Offe的國家系統循環理論。Habermas所提出的四種危機（經濟、合理性、正當性與動機），也提醒執政當局需要注意政策演變過程中所面臨的問題。本研究建議在經費分配的過程中需要有更嚴格且客觀的一套審核機制，以求經費運用能達到最大的效益。並且需要考量社會大眾的需求，不僅獎勵少數大學，更需要提升整體高等教育的品質，也藉由評鑑機制淘汰不符合標準之學校。而政策推行過程中需注意四種危機形成的可能性，適時針對問題發展配套措施，但政策仍需兌現，避免前後不一致。

The thesis concentrates on the academic excellence policy in Taiwan. As the coming of knowledge-based economy, universities play an important role in creating and educating excellent human resource, so every state tried to carry out policies to promote the quality of universities. Taiwan also launched into the current trends. The government in Taiwan carried out academic excellence policies, especially Program for Promoting Academic Excellence of Universities (PPAE), Aiming for the Top University and Elite Research Center Development Plan (MoE ATU plan), and Program for Promoting Teaching Excellence of Universities (PPTE). But when these plans were implemented, the government faced lots of problems, such as the arrangement of funds, the limit of overall resource, the opposition of non-top universities, forming academic politics, enlarging the levels between universities, placing much importence on research but little on teaching, etc. The thesis employs qualitative method to analyze the development of academic excellence policies in Taiwan. Claus Offe offered a system model that is useful to examine the relationship between systems of the state. Through this model we can understand the development of the academic excellence policies in economic system and social cultural (or legitimation) system, and the role of the government that react to the problems. The research indicates that government has to consider the accumulation and legitimation in academic excellence policies. MoE ATU plan advanced the economy of Taiwan; PPTE offered another allowance for non-top universities, so the academic excellence policies in Taiwan conform to Offe’s model. And Habermas offered four crises that can remind government to notice any problem in the development of policies. The research suggests that government in Taiwan has to develop an appropriate examining mechanism, and not only supply certain colleges but promote whole quality of higher education. Last, the government has to form a complete set to deal any problem in order to honor the policies.