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有鑑於國外學界對於大專校院教師兼任主管職務之見解雖多為正向，但於反芻我國現況時，乃初步發現對於同樣能夠達成「大學社會責任」核心目的之大專校院教師兼任學校各單位主管一事，政府在現行法制設計上，不僅基於司法院大法官釋字第308號解釋，針對研究量 能多較私立大專校院為高的國公立大專校院專任教師兼任主管職人員之行為規範，採行公務人員管理模式思維，在學校人事行政實務上亦是對於該當群體成員設有重重限制。緣此，本文採取以文件分析為主的質性研究法，擬自基於前述釋字第308號解釋所形成的公教分途觀 點，整理與探究政府於國立大專校院教師在兼任主管職務工作期間所建構之違失行為行政責任追究面向的管理規範內容，是否符合自教育法學觀點所建構出的高等教育行政圖像，並提出我國政府未來應依據以執行「最低必要程度之合目的性監督」原則為基礎的友善監督立場，對於前述面向之管理規範應調整、抑或需進一步研擬的具體策略。最後為求自根本處落實前述政府應善盡之友善監督立場，乃提出人民或可提出聲請釋字第308號解釋變更之憲法訴訟，以及國家最高立法機關應參酌日本《教育公務員特例法》的立法先例或是推動國立大學法人化之法制化工作，劃定國家公權力得涉入教育事項之範疇等相關呼籲，以促成我國高等教育行政體制之完善運作。 Universities are centers of teaching and research. Additionally, universities play an foundational role in social and economic development. In the United States, teachers are often regarded as social servants and are an indicator of their ability to implement curriculum. In Taiwan, article 1, paragraph 1 of the University Act states that the purpose of a university is “to research, nurture talent, enhance the culture, [provide] service to society and promote national development [...].” In addition, article 1, item 1 of the Junior College Act stipulates that “colleges and universities shall teach and promote applied science and technology, cultivate employability, and develop practical professionals.” Since 2017, Taiwan’s government has proposed and promoted projects such as the University Social Responsibility Practice Plan and the Higher Education Deepening Project, which focus on the implementation of university social responsibility (USR). USR encourages university teachers and students to improve their academic research and partake in social development activities. Therefore, Taiwan’s government should adopt a positive and supportive stance toward engagement with faculty members in off-campus professional activities and promoting USR. This paper thus analyzes university teacher behavior from the perspectives of laws and regulations and behavioral management as well as the role of the state. The focus is on teachers who are engaging in supervisory duties. Because this paper focuses on the analysis of academic theories and legal regulations, we adopted the qualitative research method of document analysis. The focal documents are mainly legal and regulatory documents, including Interpretation No. 308, administrative letters, court decisions, and impeachment cases of the Control Yuan. Additionally, we engage in a comparison of Taiwan’s relevant legal regime with those of other nations. Ultimately, we determined that Interpretation No. 308 is not only at odds with Taiwan’s constitution and jurisprudence protecting the academic freedom of university teachers and universities’ autonomy but also with the principles of higher education administration. The central education administration still relies only on Interpretation No. 308 to maintain that the Civil Service Law and the related laws and regulations derived from it must be applied to university teachers who hold supervisory positions; yet, this violates the Statutory Doctrine of Higher Education established in constitutional jurisprudence and other interpretations of the Judicial Yuan. Although this article does not abandon the logic of the legal system, it provides some suggestions for the central educational administration to implement the "minimum necessary degree of purposeful supervision.” However, two actions are necessary to do so. First, people may need to petition the Constitutional Court to reconsider or overrule Interpretation No. 308. This would be similar to urging the Justice Court to implement the Supplementary Interpretation that was mandated before the publication and implementation of the Constitutional Court Procedure Act. According to article 42, paragraph 2 of the Constitutional Court Procedure Act, which came into force in January 2019, if the people determine and judge that the legal norms that have been interpreted as constitutional by the Judicial Yuan or if significant changes in social circumstances occur, they may appeal to the Constitutional Court for review. If the academic community agrees that Interpretation No. 308 infringes on the autonomy of the university, the relevant parties should follow the provisions and procedures set forth in the same law to request the Constitutional Court to review whether Interpretation No. 308 remains appropriate. Second, to implement the Statutory Doctrine of Higher Education in the administration of higher education and clarify the supervisory authority of the central education administration, this paper argues that the highest legislature of Taiwan should reference the Japanese Educational Civil Service Law or the precedent of legalizing national universities. Moreover, the legislature should clearly define the areas in which the state can intervene in national basic education and higher education to protect teachers and their rights. Doing so would improve the operation of the Taiwanese higher education system.

Practical teaching is an important part in higher education. With the development of new technology, it puts forward higher requirements for practice teaching. Practical teaching plays an important role in improving the comprehensive quality of students, cultivating students'innovative spirit and practical ability, and is one of the important means to cultivate the" Application type, creative type" talents in CoHeges and universities. Combined with the practical teaching link of tlie teaching reform in the course of masonry structure, the paper points out tlie importance of the course of the experiment and the role in cultivating innovative ability for students in engineering, shows the achievement in the practice of masonry structure carried out in Institute of Architecture Engineering Xinjiang University. And the paper also summarizes the experience of successful implementation and experimental curriculum innovation achievements. It can provide the reference for the training of innovative talents. [ABSTRACT FROM AUTHOR]

本研究從支持的角度關心智能障礙學生在大專校院學習及就業轉銜狀況，採用質量混合之序列研究方式進行，分別於2018年與2019年對有智能障礙畢業生之48所大專校院資源教室輔導員進行調查，再對輔導過智能障礙生之輔導員、教授、職業重建人員及學生本人共26人進行訪談，瞭解其所提供之支持及學生在課業學習及就業轉銜上的狀況。研究資料在量的部分以描述統計之總和及百分比處理，質的部分以恆常比較法歸納訪談資料以形成主題。研究結果分別從學校之支持、智能障礙生之學習及就業轉銜狀況談起，發現大部分學校並未特別做準備即招收智能障礙生，但仍會透過各種會議宣導、加強相關單位間之聯繫以提供教師與學生支持；資源教室提供學生課業學習及轉銜輔導上各種支持服務，但學生使用率並不高；任課教授願意利用個人時間個別輔導學生並使用多種教學調整策略，但學生理解力不足，輔 導成效有限；有些校外之職業重建人員在學生尚未畢業即已開始入校輔導。學生雖覺得課業學習很辛苦，但仍肯定大學生活能擴展視野，有47%的就業率。研究者最後擴充支持系統從生態系統理論之微系統、中介系統、外部系統及大系統分別進行討論並提出建議。 Purpose This study aimed to understand the challenges that students with intellectual disabilities encounter in the academic learning and adoption processes, and to explore the crucial support systems provided for students with intellectual disabilities by universities. Literature Review In Taiwan, most students with intellectual disabilities attend vocational high school and seek to work after graduating. However, the majority of students with mild and moderate intellectual disabilities attend university due to parental expectations and the greater number of opportunities offered by a higher education degree. Beginning in 1999, educational institutions began to establish resource rooms to support students with disabilities in Taiwan. However, research has indicated that students with intellectual disabilities require a high level of support in many aspects of life, particularly with regard to academic learning and adjustment, and few studies have explored how to best support these individuals. In the United States, postsecondary education programs designed to meet the needs of students with intellectual disabilities have one of three modes: (1) isolation mode, (2) hybrid mode, and (3) integrated individual support mode. Method This mixed methods study was conducted between 2018 and 2019. In the first stage, researchers designed questionnaires to investigate the support systems for and transition process of students at higher education institutions or in job hunting activities. The surveys were sent to 161 student disability service counselors in university resource rooms, with 48 questionnaires completed and returned. In the second stage, researchers individually interviewed student disability service counselors, professors, and rehabilitation case managers who had worked with students with intellectual disabilities. This study sought to assess how the abovementioned professionals supported students and how transition services were used in both academic and employment activities. In the third stage, interviewing student disability service counselors by conducting focus group. Results According to the findings, although most universities lacked specific preparation for students with intellectual disabilities, they strove to enhance the quality and frequency of communication between departments and the administration in an effort to provide support at the time of enrollment. However, the student utilization rate of disability services remained less than 20%, which included support services for academic learning, career counseling, and transition activities. Although students with intellectual disabilities highlighted the challenges of academic study, most still believed that the university experience would be beneficial. The majority of students with intellectual disabilities graduated from university on time with a 47% employment rate. Discussion This study expanded the current perspective on support systems by constructing a framework that encompasses the microsystem, mesosystem, exosystem, and macrosystem. The key actors in the microsystem were the parents, classmates, and professors of the students with intellectual disabilities. They were key in the students’ adjustment to university life. In the mesosystem, student disability service counselors coordinated department offices and administration to construct a support system in universities. The resource room functioned as a safe space for students with intellectual disabilities. In the exosystem, some student disability service counselors connected students with job hunting resources before graduation; rehabilitation case managers and employers played large roles in the lives of graduates with intellectual disabilities. Many participants in the exosystem believed that obtaining a diploma was the paramount objective for students with intellectual disabilities who attend university; they hoped that a diploma would equip students with the self-determination to choose a career and expand their options. Conclusion 1. Students with intellectual disabilities confronted considerable challenges in academic learning, adjustment, and transition in university. 2. Students with intellectual disabilities did not receive adequate preparation before entering university. 3. Although student disability service counselors, professors, and rehabilitation case managers provided some support, few services were adopted. 4. Most students with intellectual disabilities graduated from university on time with a 47% employment rate. Suggestions This study adopted ecosystem theory to describe the support systems available to students with intellectual disabilities. 1. Providing curricular adjustments in higher education. This entails redesigning the course map, adjusting teaching strategies, and empowering professors to teach students with intellectual disabilities. In addition, administrators should provide transition services in a timely manner. 2. Developing a wider variety of postsecondary programs to expand options for students with intellectual disabilities. Students with intellectual disabilities in Taiwan must choose between joining the workforce or enrolling in higher education. Many US studies have noted that students with intellectual disabilities who participate in postsecondary programs exhibit improved academic performance, enhanced social and job-related skills, and a higher employment rate, self-determination, and quality of life. Students with intellectual disabilities will benefit considerably from the development of a wider variety of postsecondary programs providing extensive options based on student needs and career plans. 3. Doing away with the fixation on paper qualifications. Existing social norms place much value on a college degree, and parents and students chase after a degree just for the prestige. Changing mindsets and norms will be an uphill task. 4. For future studies: So far, domestic literature on the issue of students with intellectual disabilities attending university is still insufficient, and most of them are case studies. It’s hard to see the whole picture. Future studies should focus on investigating the quality of life of students with intellectual disabilities after graduating from university.

In this paper, we analyze student stratification in higher education using a random survey of senior students from 46 universities in Beijing in 2011. We examine the impact of higher education expansion since 1999 on college access and social mobility in the labor market. We find the expansion has enhanced the social strata replication rather than reproduction. We first estimate the impact on college access using Binary Logit Model and Multinomial Logit Model. Chinese higher education is rather exclusive than inclusive during the expansion which means students from higher social class families have larger possibilities to access to elite universities, other things being equal. The effect of family social stratification background on students' educational stratification is larger during secondary school period. We don't find evidence that family background influences choice of major. We then examine how college quality can affect students' labor market choice and performance using Multinomial Logit Model, Ordinal Logit Model and Tobit Model. Controlling family background, higher education quality is positively correlated with the higher probability that students choose a market-oriented job and with higher starting salaries. However, if the expansion diminishes higher education quality as suggested by many qualitative studies, it weakens the role of higher education as a way of upward social mobility. We learn from this study that it is not an optimal policy for the government to develop China higher education solely by expanding its scale without increasing its quality. More attention should be paid to guarantee the quality during any education policy changes, and to ensure educational equality in K-12 education as well. [ABSTRACT FROM AUTHOR]

Exploring the institutional ethics of higher education is aimed at a scientific understanding of the goodness of higher education systems. From the perspective of the past, the present and the future institutional changes, this paper analyzes the multiple dimensions of institutional ethics in China's higher education--centralization reflects the administrative ethics of China's higher education institutions before the reform and opening up, and attachment to politics expresses the goodness of tools; decentralization embodies the administrative ethics of China's higher education institutions after the reform and opening up, and efficiency follows the market ethics; and in the future the freedom of China's higher education institutions is the goodness of purpose, democracy reflects the future administrative ethics, and justice highlights the social ethics. By questioning institutional ethics in China's higher education, the lost spirit of university might be regained and the effectiveness of higher education systems might be enhanced. [ABSTRACT FROM AUTHOR]

Chinese higher education has been faced with the dual challenges of system adjustment and regional balance since it was characterized by "late development and exogenous form." During 1927 1937, due to the grim situation at home and abroad, Nanjing Nationalist Government took a series of educational reforms to build the modern higher education system, laying the foundation for organizational structure and system standardization. In this process, the system reference and the structural adjustment in the development of higher education became the focus of attention. From the emergence of Peiping University to the establishment of Northwest Associated University, the transition epitomizes the localization trial of the institutional transplant and qualization efforts of regional distribution in the development of China's higher education system reform. In 1927, Cai Yuanpei and others advocated the French reform of University District System, "committed to getting rid of political control over education and pursuing the academic education" and "academic studies," which provided new system resources for the development of Chinese higher education, and led to the establishment of Peiping University in north China. However, the system was controversial in the implementation confined by times and finally ended up with the abolition of the University District System. "In the brief process, it embodied the tension between reform and tradition, between university and society. In addition, it provided a reflection and a beneficial reference for the "localization" of China's higher education system. At that time, China experienced imbalanced development in politics, economy and culture, which resulted in the concentration of higher education institutions in the Republic of China and uneven distribution in departments, disciplines and regions. To improve this situation, the Ministry of Education of the Nationalist Government paid more attention to practical disciplines, department abolition and building new colleges in the inner land, but the reform showed limited effects. With the outbreak of the Marco Polo Bridge Incident, colleges and universities located in North China were in predicament and the massive westward migration of colleges and universities created an opportunity for higher education adjustment. Although it was passive under the threat of the War, it contained profound underlying causes and social needs. After this adjustment, the inner requirement of the efforts of the Nationalist Government to promote higher education balance was realized, which laid a solid foundation for the subsequent development of higher education pattern in Northwestern China. Centered on the development of Northwest Associated University and displaying the institutional transformation of Chinese higher education, the paper aims at a study of the historical basis for the formation of China's northwestern higher education pattern and reflecting the conflicts and integration of the internal tradition of university development and social reality, based on the localization and equalization of higher education development, reforms on University district system, "the shift of higher education focus after September 18 Incident and the stipulation of the wartime education policies after "July 7th Incident. " [ABSTRACT FROM AUTHOR]

This paper explores the development trend of the German vocational teacher education model through document analysis, and focuses on the theoretical teachers of vocational schools. In the early stage, training was mainly conducted in the context of an apprentice-master relationship, in which the master craftsman personally imparted the knowledge and skills which would enable the apprentice to advance to the stage of craftsmanship and become a master craftsman. In the middle stage, ushered in by the industrial revolution and the resulting establishment of a large number of vocational schools, vocational teacher education was divided into three areas: practical skills, engineering, and pedagogy, and gradually tended to be systematic “discipline-oriented”. In the advanced stage, the increasing emphasis on professional specialization led to far-reaching changes and the adoption of a “work process” orientation, which discarded the concept of a systematized branch of learning in favor of professional competence, and revived the emphasis on hands-on work of the early stage. However, in the advanced stage the structure and content of vocational teacher education are based on the needs and outlook of modern science, whereas in the early stage more importance was given to the apprentice’s individual interests. Thus, the development of vocational teacher education can be said to exhibit a dialectical return. German teacher education includes the cooperation of many institutions, which provides a good reference for Taiwan’s vocational education teacher education reform.

Promoting equality in opportunities for receiving higher education is one of the major goals of higher education policy. In China, regional equality has been maintained by a quota system in which the government allocates the numbers of university entrants to each of the Regions (Sho). Through the expansion of higher education, however, disparities in the levels of participation among Regions have expanded in recent years, reflecting the differences in levels of economic development. How has regional inequality grown, and why did the quota system fail to prevent it? By analyzing the changes between 1992 and 2001, this paper attempts to answer these questions. In the first section, it is shown by analyses of macro data that there were fairly large differences by Region in the participation rate in 1992. Moreover, the expansion of higher education in the 1990s brought about significant increases in the regional gaps. The second section examines how the present quota system functioned during the course of expansion. It is found that the expansion of universities under the control of Regional governments has been instrumental in increasing the supply of higher education in the economically advanced Regions. Moreover, the national universities, which tend to be located in urban areas, increased the number of entrants from their own Regions. These factors collaborated to the increase in the regional growth disparities, From these observations, it is concluded that the existing quota system is unable to rectify the pressure of both the demand for, and supply of, opportunities for higher education that reflect differences in the level of economic development. [ABSTRACT FROM AUTHOR]

為提高大學生的學習效果，大學教師的教學型態已從「傳統講述」轉變為「問題導向、團體討論、行動實作、即時應用與批判思考為主軸」的教學。問題導向學習源於醫學教育，係以學生為中心，盼透過實際問題，幫助學生以小組合作方式解決難題；而行動學習則是強調做中學與主動建構的體驗課程，除善用團隊的批判思考與反省激盪外，也期望能解決真實問題。因此，結合問題導向與行動學習特色的新課程教學模式，頗值得大學院校推動「翻轉課程教學型態」時參考。本篇首先探討問題導向與行動學習的基本概念，其次探究問題導向行動學習的運作方式與應用，期望提出結論與建議供大學院校推動課程教與學的革新時參考。 “Flipped Classroom” was currently an important issue in higher education of Taiwan. In order to improve undergraduates’ transfer of learning, professors changed teaching style from traditional lecture into problem-based, group discussion, practice doing, immediate use and critical thinking. Problem-based learning originated in the medical education. This kind of learning helped students build a team in order to solve the actual problems. Action learning emphasized the importance of “learning by doing” and “active construction”. They solved the real problems through critical thinking and reflection of team members. Therefore, the integration of problem-based learning and action learning was the new teaching trend. This paper explored the integration of problem-based learning and action learning in higher education. First of all, the fundamental concepts of problem-based learning and action learning were described. Secondly, the process of problem-based action learning were elaborated. The study also found out how to practice the problem-based action learning. Finally, feasible suggestions giving insight into teachers in higher education were proposed.

教與學的學術研究（Scholarship of Teaching and Learning, SoTL）是近年來西方學術界新興的研究趨勢，鼓勵高等教育機構的教師不僅探究本身學科專業領域的知識，也應針對教學過程進行研究，瞭解教師如何教學以促進學生有效學習的知能，最後將教與學的研究結果公開化、分享給學術社群。正逢「教與學的學術研究」概念興起之際，教育部也自民國94 年起推出「獎勵大學教學卓越計畫」，開始重視提升高等教育教學品質，以平衡高等教育機構教學與研究的重要性。基此，本文運用文獻分析法，首先探討教與學的學術研究之意涵；其次，說明教與學的學術研究之影響因素與模式；繼而探討教與學的學術研究目前所面對之挑戰；最後，提出其對我國高等教育的啟示。期能藉此提升教學在高等教育機構中的地位，同時也將教與學的學術研究作為教師專業發展的新取徑和開闢教師另一個研究領域。 Scholarship of Teaching and Learning (SoTL) is the emerging research trend in west academia recently. SoTL encourages faculty in higher education institutions not only to inquire discipline-based knowledge, but also to undertake research into teaching process. So teachers know how to teach to promote students’effective learning, and then disseminate the results about teaching and learning in scholarly community. While the conception of SoTL has been developing, Ministry of Education in Taiwan has initiated “Teaching and Learning for Excellence Project” since 2005, and has begun to raise teaching quality in higher education in order to balance the importance of teaching and research. Using document analysis, this paper firstly analyzes the meanings of SoTL; secondly, it explores the impact factors and models of SoTL; thirdly, it inquires the challenges in SoTL; and finally, it provides the implications of SoTL for higher education. The author hopes that it can raise the status of teaching in higher education institutions, and can become a new approach of faculty professional development and another research domain for faculty.

本研究探討高等教育普及化如何透過文憑訊號傳遞的功能，影響求職者接受教育水準的選擇，以及雇主對於首次求職者薪資之決定。由於訊息不對稱，雇主無法在簽訂工作契約之前確實瞭解首次求職者的能力，因此，教育程度不僅是提升勞動力產出的要素，同時也是傳遞首次求職者能力訊息的一種訊號。透過賽局模型分析以及參數模擬，我們發現高等教育普及化使得文憑取得相對容易時，高能力者被迫選擇超過柏拉圖最適的教育水準，以求與低能力者做出區隔；當高等教育持續擴張造成文憑氾濫，此時的混同均衡會使雇主無法以文憑來辨別首次求職者能力，於是雇主給予社會新鮮人的薪資將減少，體系的均衡將偏離柏拉圖最適，甚至造成社會新鮮人總產出的下降，這是臺灣高等教育普及化的隱憂。 In this paper, we investigate how the higher education universalization affects the choice of the first-time job seeker and the employer through the signaling function of diploma. Because of the asymmetric information, the employer can’t understand the first-time job seeker’s ability absolutely before making a contract. Therefore, education is not only a factor to increase labor productivity, but also a signal to communicate the information of worker’s ability to the employer. By building a game model and using parameter simulation, we find that the job seeker with higher ability will overeducate to make the employer can separate higher ability first-time job seekers from lower ability ones when the expansion of higher education makes it easy to acquire a diploma. Once overabundant diploma due to the expansion of higher education universalization makes the employer can not discriminate higher ability candidates from lower ability ones, the employer reduces the salary of social freshman. Such phenomenon induces the equilibrium away from the Pareto optimality and decreases the total social production.

Access, or rather non-access to higher education in India has been prevailing in many forms. The Gross Enrollment Ratio (GER) to HE in India has not even reached 15% of the population by 2010. The University Grants Commission of India, which is responsible for the growth or non-growth of Higher education in India, has worked out the measures such as opening 30 more central universities and numerous state, private and deemed universities and colleges, particularly in rural and hazardous backward areas, with a view to increasing the GER in Indian HE. However, there are inherent ‘left-outs’ from Indian HE which the powers have failed to address. These ‘left-outs’are caused by the factors like rural-urban disparities, gender disparities, inter-religious disparities, inter-class disparities, inter-caste disparities, inter-state and regional disparities, age disparities and the disparities facing differently-abled persons, disparities caused by skills or non-skills in English language. In our paper we analyze the lengthy, marshaling facts and figures and the causes generating these disparities. At the end we may also discuss how one particular university had sought to overcome the above-mentioned disparities and handicaps.