高等教育在學率擴充的因素、類型與差異分析

Exploring the Factors Involved in Higher Education Expanding and in the Ratio Pattern of Higher Education and Their Different Influences

10.6431/TWJHSS.200606.0133

張芳全(Fang-Chung Chang)

人力資本理論 ； 高箏教育在學率 ； 吉尼係數 ； human capital theory ； the ratio of higher education ； Gini coefficient

思與言：人文與社會科學期刊

44卷2期（2006 / 06 / 01）

133 - 187

繁體中文

人力資本對國家發展非常重要。本研究以人力資本理論為基礎探索影響各國高等教育在學率的相關因素。本研究運用多元迴歸分析、集群分析與區別分析，檢定本研究提出的假設。本研究以世界銀行發展報告書的統計為依據，共選定1970年、1975年、1980年、1985年、1990年、1995年各國高等教育在學率為分析資料。研究中運用人口成長率、中等教育在學率、國民所得、經濟成長率、教育經費占國民生產毛額比率、高等教育單位學生成本來暸解影響高等教育在學率的因素。此外，以6個年度的高等教育在學率進行高度、中度與低度國家發展分類，並檢定不同群組間的高等教育在學率的差異。最後以吉尼係數測定高等教育在學率的均等度，以及t考驗檢定不同年度的高等教育在學率的差異。本研究提出10項假設檢定相關問題。研究結果拒絕8項假設。本研究從研究結論提出相關建議。

The human capital is important for a nation to be developed. Prompted by this proposition, the current study applied the human capital theory to explore the factors involved in higher education expanding and their potential influences. The ratios of higher education in years of 1970, 1975, 1980, 1985, 1990, and 1995 that had been reported in World Development Report and World Development Index Data were collected and used as the data. Statistical techniques, including Multi-Regression, Cluster Analysis, and Discriminant Analysis, were employed to test ten null hypotheses. In the regression model, the annual population growth rate, the enrollment ratio of secondary education, and the annual economic growth rate along with the per capital income, the GDP ratio of educational expenditure, and the per student cost of higher education were employed to test the variables that could serve as significant predictors of better higher education. These data were also used to discriminate and cluster the high, middle, and low higher education quantity in different countries. In addition, they were analyzed in terms of identifying any differences in the ratio of higher education across countries. Finally, the Gini coefficient was chosen to test the equality of the ratio of higher education, whereas the t-test was used to analyze the difference in the ratio of higher education. Results showed that eight hypotheses were rejected. Based on these findings, suggestions for promoting quality of higher education were provided.

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