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• Main Authors: Hsiao-Ju Chi, 紀孝儒
• Other Authors: Chih-Ming Chang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/5kcana

碩士 === 國立東華大學 === 教育研究所 === 95 === With the changes of the times, the function of the university is being changed . Under the agitation of globalization, higher education becomes targets relied on of the country for counsel while promoting the competitiveness unavoidably. New economy condition was evolved from knowledge and was different from tradition. The country faces the improvement of the competitiveness under globalization, and what higher education must train students who should to possess creativity and how flexibly to use future generation of intention does it understand, not only students who just store new information. In order to train students for innovation ability, each university adopts different practice and scheme. Because of this, this research hopes to carried on the studies of innovation of the organization which other countries researched, and then consults domestic experts for merger of suggestions of them, according to the conclusion to build and construct the innovative indicator of the university. Pass above-mentioned research, it hopes can help the universities to understand and master what theirs own to improve and mend when the universities march toward innovation. The study concurrently adopts the theory discussion and positivist of researches. First of all, it relies mainly on probing into domestic and international relevant researches, and gather together the whole expert's view to be the foundation of studying. According to the above-mentioned article to make the questionnaire , it carries on questionnaire survey, and analyses with Analytic Hierarchy Process weight. Finally, it finishes building and constructing ' the weight system of the innovative indicator of the university '. The result of this research will be explained as follows, 1. The elementary indicators consist of the process(37.2%),of the output(36.2%), and the input(26.6%). 2. Elements that subcategorize the“input”include,“Specialized talents(41.2%),” “Resources of teaching(33%),” and“ Characteristic of the school(25.8%).” 3. Elements that subcategorize the“process”include,“Attitude of teaching”(31.5%),“Research of innovation(27.1%),”“Content of teaching(25.8%),” and“Plural culture(15.6%).” 4. Elements that subcategorize the“output”include,“Achievement of teaching(48.3%),”“Management of knowledge(27.7%),”and“Cooperation between industry and school(24%).” 5. Indicators below the second hierarchy comprised of 40 third-level indicators, after the sequencing of the whole indicator , from height to low rank in order is “Encourage students to ask and discuss freely,”“Ponder over ability in students' criticism,” “Can feedback students' question,”“Students' problem solves ability,”“Training of basic discipline,”“Step merger type course of the field,”among others.