技專校院服務品質指標系統建構之研究

Abstract

本研究旨在建構我國技專校院學校服務品質參考指標，提供作為規劃專校院理想辦學模式與策略之基礎，以期提升技專院學校服務品質及辦學經營成效。具體研究目的如下：（一）探討技專校院學校服務品質之意義與內涵。（二）確認技專校院學校服務之主要內、外部顧客對象。（三）建構技專校院學校服務品質之參考指標。（四）研擬技專校院學校服務品質之評量方案。 本研究先就技專校院之教育功能與目標、學校服務品九質等進行文獻探討，具體定義學校系統中的主要（內外）顧客，輔以焦點團體座談，並於九十二年四月至六月進行三次Delphi問卷調查，針對顧客需求訂定學校服務品質參考指標及量方案。主要結論如下：（一）技專校院學校服務品質之主要顧客對象，內部顧客包含學生、家長、教師、行政職員與各級處室主管等；外部顧客包含未來雇主所屬企業、銜接各級教育機構、畢業生、主管機關等。（二）技專校院服務品質參考指標之內涵，依照學校內外顧客的需求，主要包括6項主構面、24項次構面以及134項指標項目，經眾數、平均值、標準差及科史Z值等統計分析均達適切程度。（三）技專校院學校服務品質之衡量方案，針對不同的指標項目，可區分為三種方式：質化衡量、量化衡量以及質量並存衡量。（四）技專校院學校服務品質指標衡量適用對象，主要為教師、職員、學生、企業雇主等。 研究最後並分別針對教育當局、技專校院、行政人員、教師以及後續研究者提供具體建議以供參考。

The major purposes of this study are to develop the criterion indexes of the quality of school service for junior colleges and universities/institutes of technology in Taiwan, thus to formulate the appropriate model and strategies for junior colleges and universities/institutes of technology of promote the quality of school service as well as the effectiveness of school operation and management. Specifically, the research objectives are as follows: 1. To identify the meaning and content of the quality of school service. 2. To recognize the main school customers of junior colleges and universities/institutes of technology. 3. To construct the criterion indexes on quality of school service in junior colleges and universities/institutes of technology. 4. To develop the appropriate strategy for evaluating the quality of school service in junior colleges and universities/institutes of technology. Methods of literature review, panel discussion, focus group discussion, and Delphi survey as well as appropriate statistical analysis techniques were applied to achieve the above research objectives. Based on the results of the study, a list of 6 categories, 24 sub-categories, and 134 indicators for evaluating the quality of school service in junior colleges and universities/institutes of technology were developed. The main school customers, both internal and external, of junior colleges and universities/institutes of technology were identified and the appropriate strategy for evaluating the quality of school service were recognized. Recommendations were then made for the educational authorities, vocational-technological schools, school administrators, educators, and further researchers.