學校品牌權益研究四構面之後設分析—結合結構方程模式之驗證

A Meta-Analysis on the Study of the Four Dimensions of the Brand Equity of Schools- A Verification based on the Structural Equation Modeling

近年，品牌概念已受到教育組織的重視，其中多聚焦於品牌權益的探 討。本研究旨在透過後設分析瞭解個人與學校背景變項對學校品牌權益之 間的影響，並探討學校品牌權益的因素間之相關性。再者，藉由SEM 分析 尋求學校品牌權益較佳的因素結構。本研究以國家圖書館資料庫系統為範 疇，蒐集Aaker(1991)提出五構面為理論基礎的學校品牌權益之量化論文， 歷年迄今共19 篇進行分析。研究發現個人和學校背景變項與學校品牌權益 有顯著影響。以男性、年長、資深、較高學歷、兼任行政職務、大型規模、 歷史悠久以及位於都市地區等背景者感受較高。學校品牌權益包含四個核 心因素，彼此之間具有中高度相關，而測量模式整體適配度良好。最終， 研究的歷程與結果，提供教育人員與後繼研究者若干建議。

In recent years， the concept of brand has been emphasized by educational organizations and brand equity has attracted lots of attention. The purpose of this study is to explore the inter-influence between the variables of individual and academic background and the brand equity of school， and to discuss the correlation among the factors of school brand equity through the structural equation modeling method (SEM method). Furthermore， this study seeks the factor structure that better contributes to the school brand equity by confirmatory factor analysis. This study focus on the National Library Database’s 19 theses which discussed schools’ brand equity by using Five Dimensions theory suggested by Aaker (1991) and conducted in quantitative approach. The study finds that both variables of individual and academic background effect significantly on schools’ brand equity. Individuals who are male， senior in age， with higher education， doing administrative work， and located in the large-scale urban areas with a long history have stronger perceptions of brand equity of schools. The school brand equity contains four core factors that exhibit relatively and highly correlation with each other and the measurement model shows favorable overall fitness. In the final section， this study reviews its research process and results and provides some suggestions for future researches.