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    政大典藏 > College of Education > Periodical Articles >  Item 140.119/135191


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/135191


    Title: 2005年美國新版卡內基高等教育機構分類表及其對我國大學分類之運用
    The 2005 Carnegie Classification in U.S. and Its Uses on Higher Education Institutions in Taiwan
    Authors: 侯永琪
    Hou, Angela Yung-Chi
    Contributors: 教育學院
    Date: 2007-07
    Issue Date: 2021-05-27 09:29:01 (UTC+8)
    Abstract: 成立於1906年的美國「卡內基教學促進基金會」（The CarnegieFoundation for the Advancement of Teaching）於1970年委由基金會之「高等教育委員會」（Carnegie Commission on Higher Education）開始進行美國大學分類的研究，並於1973年首次出版對全美大學院校所做的分類結果，2005年所出版最新分類結果，時間不僅縮短為五年，也做了相當大幅度的修訂。在學術發展延續性的考量下，「卡內基教學促進基金會」仍以2000年分類模式為基礎，緊接著於2006年公佈「基礎分類」。本研究即是以2005年新分類架構為基礎，建構國內大學分類指標，並針對國內159所大學進行全面性的分類研究。以下為六項主要發現：(1)以規模與環境分：大學的規模仍以5,000人至10,000人之間學校為最多，約40%，全國共有4所四年制大學超過20,000人以上；(2)大學生背景：兼職學生人數的增加快速，已反映在整體大學的光譜之中；(3)大學部學生與研究生入學的比例：以大學部學生仍是大多數大學學生分佈的主要成員；(4)大學課程領域分佈：大部分大學所開設課程及學系以社會科學及自然科學應用類為主，且設立以延伸大學部的教學有相關的研究所；(5)研究所課程分佈：頒授碩士學位大學比例最高，其次為授予博士，約1/3大學兩者皆無；(6)基礎分類：學士型比例最高，碩士型次之，博士型雖只有19所，但比例卻偏高；專士型為所有類型中比例最低。
    Derived from empirical data on American colleges and universities, the “Carnegie Classifi cation” was published by the Carnegie Commission on Higher Education in 1973, and subsequently updated in 1976, 1987, 1994, 2000, and 2005. For over three decades, the Carnegie Classifi cation has been the leading framework for describing institutional diversity in U.S. higher education. With the 2005 revision, the single classification system was replaced by a set of multiple, parallel classifi cations.The purpose of the study is to analyze the content of “the 2005 Carnegie Classification of Institutions of Higher Education and of its impact and implementation on the development of 159 colleges and universities in Taiwan.There are six fi ndings in terms of the revised Taiwan Classifi cations: (1)In size and setting: the institutions with an enrollment of 5,000 to 10,000 students accounted for the major part of all categories, up to 40%. (2)In undergraduate profile: the number of part-time students is increasing rapidly. (3)In enrollment profile: the number of undergraduates still shares the major part of the total enrollment in all institutions. (4)In undergraduate instructional program: the majority of institutions focus on the fi elds of social science and natural science with high graduate programs coexistence. (5)In graduate instructional program: the number of post-baccalaureate colleges and universities is more than doctoral universities. Still, about one third of institutions offer neither master nor Ph.D.programs. (6)In basic classification: the high percentage of institutions is baccalaureate colleges, the category of master colleges and universities next. 19 doctoral universities almost account for 12 %, which percentage is much higher than 6.4% in U.S. In addition, associate colleges account for a lowest proportion of institutions.
    Relation: Evaluation in Higher Education, Vol.1, No.1, pp.83-130
    Data Type: article
    DOI link: https://doi.org/10.6197/EHE.2007.0101.04 
    DOI: 10.6197/EHE.2007.0101.04 
    Appears in Collections:[College of Education] Periodical Articles

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