台灣地區大學商學院之績效評估－模糊層級分析法與保證區間資料包絡法之應用

Abstract

本文主要運用模糊層級分析法建構衡量大學商學院績效評估之模型，並搭配保證區間資料包絡法，計算台灣地區大學商學院之效率分數與觀察其商學院之優勢項目為何。研究對象為透過與大學教育相關之五類關係人觀點，觀察其對大學商學院重視何種培育項目，關係人分別為大學在校生、大學畢業生、企業主管、教育專家與大學商學院長。計算出個衡量指標權重後再透過保證區間資料包絡法進行台灣地區21所大學商學院績效評估，觀察以不同觀點所設限之評估其學校表現之間的差異。 實證結果有以下重要發現：（一）對於從「教育需求者」觀點來看，其重視學校培育「畢業後之職場表現」面向；而以「教育供給者」觀點來看，其重視學校培育「多元能力表現」面向。（二）大多數國立大學商學院對於培育「認知」能力有較高之績效表現，而私立學校多以「情意」能力培育為強項。（三）以各別公私立大學商學院績效分數表現來看，部分私立大學其績效表現並不遜於國立大學；以提升學生附加價值的關點來看，代表某些私立大學對學生的幫助程度大於國立大學。

This paper mainly uses fuzzy AHP to construct a measure of performance evaluation model of the University Business School, and with an assurance region DEA to calculate the Business School’s efficient scores and the advantages in Taiwan’s university. Through five categories of relative people, who associated with university education, point of view, we observe which training project would the university business schools put emphasis on. The relative people are university students, graduates, business executives, educators and university business schools dean. After calculating each measure of index weight, we use assurance region DEA to conduct the performance evaluation of twenty-one university business schools in Taiwan, and observe the limits of different points of view to assess the different performances between each school. We have empirical results in the following key findings: (A) From the ‘’education demander’’ point of view, they put importance on the ‘’performance of the workplace after graduation’’ in school training; and from the ‘’education providers' point of view, they put emphasis on ’’multi-capacity performance’’ in school training. (B) Most of the National University Business Schools have higher performance evaluation in the cultivation of ’’cognitive’’ ability, while the private schools have strengths on cultivate of ’’affection’’ ability. (C) From the respective performance evaluation scores of National University Business Schools and private business school, the performance evaluation of some private universities are not inferior to National University. From the view of enhancing students' value-added, some private universities are better than National University of helping students.