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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/125895
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dc.contributor.advisor陳敦源zh_TW
dc.contributor.advisorChen, Don-Yunen_US
dc.contributor.author曾於萱zh_TW
dc.contributor.authorTzean, Yu-Shien (Bess)en_US
dc.creator曾於萱zh_TW
dc.creatorTzean, Yu-Shien (Bess)en_US
dc.date2019en_US
dc.identifierG0100265501en_US
dc.description博士zh_TW
dc.description國立政治大學zh_TW
dc.description亞太研究英語博士學位學程(IDAS)zh_TW
dc.description100265501zh_TW
dc.description.abstractAbstract This study investigates the transformation, paradigm shifts, and strategic policy making involved in Taiwan’s higher education system along a two-decade historical continuum. By utilizing a value-based, conceptual stakeholder framework, this study weaves through the intricacy and multiplicity of the ideological evolution of Taiwan’s higher education admission policy planning and implementation of multiple admission schemes from a sociopolitical, socioeconomic, and sociocultural perspective. The findings suggest that the notions of diversity, equity, and inclusivity have manifested into four current unique and embracive admission channels. Further, the study describes the advantages of a working relationship between main strategic players, government agencies, and higher education institutions for a diverse range of policy initiatives in meeting equity-relevant challenges. The research also demonstrated that Taiwan’s higher education system, with its present liberal and encompassing definition of fairness and equity, as well as proactive government policies with preferential considerations, has yet to withstand the multifarious public opinions. Overall, the study confirms the positive direction of Taiwan’s higher education admission system in screening and selecting students from diverse backgrounds toward the synergetic goals of economic development and upward social mobility ideals.en_US
dc.description.tableofcontentsList of Figures ix List of Tables x List of Abbreviations xi Chapter 1: Introduction 1 1.1 Statement of the Problem- Equity Debate with New Dimension 3 1.2 Rationale for the Study 4 1.2.1 Content Challenges: Polarization, Paradox and Stratification 5 1.2.2 Stakeholders Theory Mapping 7 1.2.3 Methodological Challenge 9 1.3 Research Objectives 10 1.4 Research Questions 12 1.5 Contributions and Significance of the Study 13 Chapter 2: Literature Review 17 2.1 Higher Education Development in Modern Human History 17 2.1.1 Transformation Factors – External Pressures 19 2.1.1.1 Industrialization and Modernization 20 2.1.1.2 Globalization and Knowledge Economy 20 2.1.1.3 Internalization of Higher Education 22 2.1.2 Transformation Factors- Internal Response 23 2.1.2.1 Binary Educational System 24 2.1.2.2 Privatization and Marketization of Higher Education 25 2.1.2.3 Diversification of Higher Education 26 2.2 Policy Value Conflicts 28 2.2.1 Efficiency and Equity in Higher Education 29 2.2.2 Dilemmatic Policy Values 32 2.2.2.1 Operationalization Model- Neoclassic Liberalism 33 2.2.3 Efficiency in Higher Education 34 2.2.3.1 Definition of Efficiency 37 2.2.3.2 Economic and Social Efficiency of Higher Education 39 2.2.4 Equity Conception in the Educational Sphere 40 2.2.4.1 Equity in Higher Education—Evolutionary Notion 40 2.2.4.2 Definition of Equity 41 2.2.5 Market Mechanism Versus Government Intervention 42 2.2.5.1 Neoliberalism Versus Equity 43 2.3 Political Economy Theories of Higher Education 45 2.3.1 Stakeholder Theory 46 2.3.1.1 Definitions of stakeholders 47 2.3.1.2 Stakeholder Theory in the Education Sector 48 2.3.2 Socio-economic Theory of Higher Education Inequity 50 2.3.2.1 Effectively Maintained Inequality (EMI) 50 2.3.3 Market Mechanisms, Market Failures and Government Intervention 53 2.3.3.1 Market Failures—Reasons 54 2.3.3.2 Types of Market Failures 55 2.3.3.3 Government Interventions 59 2.3.4 Value-Balancing Stakeholder Theory 63 2.4 Research Context: Taiwan’s Higher Education Admission 65 2.4.1 Taiwan’s Higher Education: An Overview 66 2.4.1.1 Implementation of the Diversified System of College Admissions 68 2.4.2 Persistent Inequity and the Paradoxical Situation 69 2.4.3 Taiwan’s Preferential Admission Policies 71 2.4.4 Efficiency of Higher-Education Admission—Contested Issue 73 2.4.5 Ideological Debate and Dilemmatic Policy Values 76 Chapter 3: Methodology 77 3.1 Research Approach 77 3.1.1. Stakeholder Analysis 78 3.2 Research Methods 80 3.2.1 Interviewing 80 3.2.1.1 Semi-Structured interviews 82 3.2.2 Document Analysis 85 3.2.3 Content Analysis 87 3.3 Stakeholder Theory Analysis 88 3.3.1 Operationalization of Stakeholder Theory 90 3.3.1.1 Research Matrix- Stakeholder Identification 91 3.3.1.2 Stakeholder Attributes- Definition and Categorization 93 3.3.1.3 Interview Data Analysis-Coding and Interpretation 96 3.3.2 Research Conduction – Stakeholder Analysis 97 3.3.2.1 Identification of Main Strategic Players 97 3.3.3 Purposive Sampling 99 3.4 Research Dimensions, Methods, and Sources 104 Chapter 4: Findings and Discussions: Historical Analysis 107 4.1 Taiwan’s Higher Education Expansion: Historical Development and Equity-Related Dimensions 107 4.1.1 Democratization and Higher Education Governance 111 4.2 Higher Education Equality: Ideology and Admission System 114 4.2.1 Taiwan’s Higher Education Admission Methods: Historical Developments, Goals, and Equity Concerns 115 4.2.2 Multiple-Channel Admissions: Mission, Merits, and Shortfalls 117 4.3 Multiple-Channel Entrance Policy: Admissions Methods and Specifications 120 4.3.1 Recommendation Screening: Self-Application for Enrollment 122 4.3.2 The Star Recommendation 122 4.3.3 Admission by College Entrance Examination 123 4.3.4 Special Entry Admission 124 4.3.5 Current DSCA Admission Methods: Challenges Faced 124 4.4 Taiwan’s Preferential Admission Policies: A Historical Account and Analysis 129 4.4.1 Adoption of Affirmative Action in Higher Education: Rationales and Incentives 130 4.4.2 Preferential Consideration: Indigenous Ethnic Minorities 131 4.4.3 Preferential Consideration: The Stars Recommendation 135 4.4.4 Preferential Admissions in Higher Education: Disadvantaged Socioeconomic Strata 136 4.4.5 Rationales and Ideologies: Implementation of Class-Based Affirmative Action Program 139 4.5 Current Policy Orientation: Policy Initiatives for Disadvantaged SES Students 143 4.5.1 The Implementation of Class-Based Affirmative-Action Program: Context and Policy Details 150 4.5.2 Class-Based Affirmative Action Program: Policy Direction and Aims 151 Chapter 5: Findings and Discussion: Ideological Debates and Policy Evaluation 157 5.1 Ideological Debate 157 5.1.1 New Ideological Perceptions and Main Policy Transformation: The Tipping Point 159 5.1.2 Equity and Efficiency: New Conceptions and Paradigm Shift 160 5.1.3 Market Mechanism: Effectively Maintained Inequality and Market Failures 164 5.1.4 Ideological Debate: Equity Redefined and Governmental Intervention 166 5.1.5 Pendulum Swing: Efficiency and Equity in Taiwan’s Higher Education System 169 5.1.6 Future Orientation of Higher Education Admission Policies 172 5.2 Ideological Transformation—Historical Points 173 5.2.1 Civilian Stakeholder Involvement 173 5.2.2 Prelude—Liberalization and Modernization of Education 174 5.2.3 University Act: Autonomous Decision-Making and Power Influence 175 5.3 Ideological Argument—Equitability of Multiple-Channel Admissions 176 5.3.1 Merits and Shortcomings of DSCA 177 5.3.2 The United Entrance Examination 179 5.3.3 Equitability of the Self-Application Channel 181 5.3.3.1 Self-Application Program Information Asymmetry and Market Failure 182 5.3.3.2 Stakeholders’ Overall Evaluation: Equitability of Diversified Admission System 183 5.4 Free-Market Mechanism versus Governmental Intervention 187 5.4.1 Effectiveness of Affirmative Action Program 189 5.4.2 EMI Phenomenon by Free Market Mechanism 189 5.4.3 Efficacy of Preferential Treatment 189 5.5 Stakeholder Salience, Policy Influences, Strategic Actions and Working Mechanisms 198 5.5.1 Classification of Studied Stakeholders 198 5.5.2 Salience Influence: Key Strategic Players with High Salience 201 5.5.3 Peripheral Stakeholder Influence in Policy Initiatives and Implementation 201 5.5.4 Stakeholder Strategic Actions and Engagements 206 5.5.5 Stakeholder Relationship and Engagement—Collaborative Strategy and Involvement Strategy Stakeholder Strategic Actions and Engagements 206 5.5.6 Stakeholder Mapping 212 5.6 Pluralistic Perspectives in Higher Education Admissions 215 5.6.1 Cooperation: Adaptation, Adjustments, and Additions in Policies and Methods 217 5.6.2 Strategic Players’ Evaluation of Higher Education Admission Policies, Initiatives and Methods 219 Chapter 6: Conclusion 223 6.1 Educational Policy Implication 223 6.2 Outcome Findings 225 6.3 Application of a Value-Based Model 226 6.4 Future Outlook 227 Reference List 229 Appendix 267 Appendix A: Interview Protocol and Interview Questions 267 Appendix B: Regualr Students and Low-Income Students’ Admission Situation 275 Appendix C: Regular Students and Low-Income Students’ Admittance Rate 276 Appendix D: Higher Education Entrance Opportunities and Supervision Provided for Disadvantaged Students- Application Form 277 Appendix E: MOE’s Policy to Increase the Publicness of Higher Education 278 Appendix F. Information of the Interviewed Government Officials, University Administrators and Faculty Members 281 Appendix G. Information of the Interviewed Participants (Students group) 283zh_TW
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0100265501en_US
dc.subject高教入學政策zh_TW
dc.subject入學機制zh_TW
dc.subject多元入學zh_TW
dc.subject公平性zh_TW
dc.subject積極平權措施zh_TW
dc.subject利害關係人的評估與分析zh_TW
dc.subjecthigher education admissionen_US
dc.subjectequityen_US
dc.subjectdiversityen_US
dc.subjectstrategic policiesen_US
dc.subjectpreferential treatment policyen_US
dc.subjectstakeholder analysisen_US
dc.title台灣高等教育入學公平性之利害關係人分析zh_TW
dc.titleStakeholder Analysis of Higher Education Admission Equity in Taiwanen_US
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item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_46ec-
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