臺灣高等技專校院效率評估與生產力指數之分析

A Study of Efficiency Evaluation and Productivity Index in Technology Universities and Colleges in Taiwan

本文以89~94學年度的科技大學及技術學院進行效率評估及跨期生產力的分析。首先，在共同邊界模型置入Battese and Coelli（1995）隨機生產邊界模型，以考量各校院在教育品質及經營特性之差異性，可合理衡量各校院的技術效率及技術缺口率；其次，再透過一般性共同邊界麥氏生產力指數（generalized metafrontier malmquist productivity index, gMMPI）進行生產力指數之拆解，探究各校院生產力指數的變動。實證結果發現，科技大學的共同技術效率及技術缺口率，均顯著高於技術學院，其中以國立科技大學的技術水準最佳，技術學院則應盡速調整要素投入及提升教育品質；在生產力指數方面，科技大學的生產力平均成長5.65%，技術學院則衰退10.72%，其中，規模效率變動為科技大學生產力成長的主因，卻為技術學院衰退的主因，顯示科技大學在因應學校規模的結構性調整時，能快速針對要素投入進行對應的調整，有助於生產力的提昇；技術學院不論在效率或生產力方面，仍極需多方面的改善。

This study examines the efficiency evaluation and productivity analysis of technology universities and colleges in Taiwan by using six-year panel data. This study utilizes the metafrontier DEA model embedded into a stochastic production frontier model to consider the different characteristics of education quality and operational styles. In doing so, we can estimate the technology efficiency and technology gap ratio in different types of technology universities and colleges. Subsequently, we apply the generalized metafrontier Malmquist productivity index for separating the productivity index and exploring the technology efficiency change for the different types of technology universities and colleges. The empirical finding shows that the technology efficiency and technology gap ratio of technology universities are significantly higher than that of technology colleges. Through the above-mentioned procedures, we find that the national universities of technology possess a high technology level, but technology colleges need to improve their educational quality and adjust their factor inputs. Regarding the productivity index, we find that the average productivity growth of technology universities has increased to about 5.65 percent and that of technology colleges has decreased to about 10.72 percent. In addition, the primary growth factors of technology universities are due to scale change efficiency. However, this is not the case with technology colleges. This implies that technology universities can rapidly adjust their factor inputs in order to improve their productivity while engaging in operational scale change. On the other hand, technology colleges need to greatly improve their operational efficiency and productivity.