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追逐世界大學排名是否有助高等教育永續發展：臺灣觀點

為了解決2024 QS ranking的問題，作者林肇基 這樣論述：

The driving forces of neoliberalism, globalization, and the knowledge economy have escalated global competition in higher education. Growing higher education institutions and governments make significant efforts to compete for the global talents to support the future development of innovation and t

he economy. And the corresponding needs for information grow along.The emergence of the world university rankings (WURs) is the trigger for elevating this global competition. WURs offer the world an easy and accessible way to review the predefined competitiveness of the HEIs worldwide by using prede

termined indicators, simplified numerical scores, and league tables to measure and disclose their relative standing on a global scale, an illustration of the world HEIs landscape. It significantly influences the strategic directions and resource allocation of policymakers, institutional leaders, and

stakeholders.Investigating the subject of higher-ranking pursuits requires extensive knowledge in WUR and rich experience in institutional operation, international affairs, academic affairs, research and development, and higher education policies. This study uses in-depth interviews with purposive

sampling to gather insights from higher education institutions, academia, and government.This study identifies the institutional and systemic-positive and -negative influences of higher-ranking pursuits and provides specific higher-ranking pursuit implications to institutional leaders and policymake

rs in Taiwan. WURs could offer valid information for weak point detection, recalibrating the resource allocation, and governance. WURs could be manipulative due to their media-run commercial-based nature. A concrete understanding of ranking indicators and a specific aim of developmental pursuit are

central. Interpreting ranking results must be inclusive across different WURs and adopt the needed information only. Higher-ranking pursuit is a competition and could be a healthy competition. Appropriate governance is the key to reversing the global competitive pressures of higher-ranking pursuit i

nto the driving force for sustainable higher education development.

波隆納歷程下英國高等教育制度之變革

為了解決2024 QS ranking的問題，作者劉靜宜 這樣論述：

面對「全球化」的衝擊及人力資本的需求增加，以歐盟在經濟上合作的經驗，歐洲各國透過高等教育制度的整合，提升歐洲高等教育的流動力、就業能力、競爭力與吸引力，預期在「波隆納歷程」架構下建立「歐洲高等教育區」的理想。本研究主要探討英國在「波隆納歷程」下高等教育制度之變革。首先，探討「歐洲化」理論如何建立英國與「波隆納歷程」合作的模式，研究架構為參考Witte的研究，延伸為九個層面的制度變革。例如，在學位結構、機構類型、課程管理、品質保證、終身教育、職業教育、進路、就業與經費分配等方面，並提出結論與建議。 本研究採取文件分析法及歷史研究法，探討英國高等教育制度的調整。得到幾個重要結論：（一）

全球化社群脈絡既是雙贏也是零合；（二）波隆納歷程下歐洲高等教育區的實現，對經濟有高度助益，並已成功延伸至終身教育及職業教育的框架；（三）英國高等教育制度型態能提供多元選擇，較無調適困難；（四）英國高等教育課程管理變革，例如，ECTS、文憑補充說明文件及QAA等系統完備，能與歐洲ENQA制度配合，調適後可適應；（五）英國高等教育進路與就業變革，強調終身教育與職業教育的資歷架構建置，以促進歐洲資歷轉銜；（六）英國高等教育經費分配因應市場化機制，強調高等教育機構競爭力，並加入社會面向扶助弱勢；（七）亞太地區高等教育區域合作，因政治因素缺乏國家層級之策略及因地制宜的規劃，亟待整合並擴及正式課程。最後，

本研究提出臺灣面臨全球化下高等教育整合趨勢的制度參考與建議。