從事研究是大學的主要任務之一。研究的進行需要資源。本研究旨在瞭解台灣學術界同仁對於四類研究資源獲得與否的影響因素意見。探求的學術資源包括：（1）國科會科技人才培育計畫（教師及研究人員進修），（2）國科專題研究計畫，（3）國科會研究獎勵，與（4）國科會以外其他機構構之研究計畫。影響因素則有：申請者的研究表現、研究計畫的重要性、在學術界的人脈關系、在經費補助機構中的人脈關係、申請者服務機構的聲望、運費和其他等。本研究除了比較各類學術經費申請之通過與否的因素影響之之外，亦測試歸因理論，並呈現受訪者人口變項、服務機構、研究表現、與是否獲得該種學術經費等變項在不同學術經費項目上意見的差異。 The purpose of this study is to explore faculty perceptions on the major factors of winning academic resources in Taiwan. Four different types of academic resources investigated in this article are：（1）The NSC（National Science Council）Study and Sabbatical Grant；（2）The NSC Research Proposal Grant；（3）The NSC Research Outcome Grant；and （4）grants from other Non-NSC institutions. Seven major factors are explored. They are：research performance of the applicant, the importance of a research proposal, the applicant’s personal network in the academic community, the applicant’s personal network in the granting institution, the prestige of the applicant’s institution, luck, and other factors. The results indicate that the relative importance of factors varies with different types of research grants. Among different factors, research performance and the importance of a research proposal are rated as the most influential ones for wining academic resources. Compared to the grants distributed by the NSC, the importance of a personal network in the granting institution was ranked higher in winning the N-non-NSC research grants. The results also show that the attribution theory is supported by the data. Faculty who won academic resources expressed different ranking patterns from faculty who did not. The former tend to rank research performance higher than the latter, and the latter tend to rate the importance of a personal network and institutional prestige higher than those who won resources.
教育與心理研究, 26(1),133-165 Journal of Education & Psychology