Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/78310
Title: 應用模糊層級分析法建構永續大學評估指標
Other Titles: USING FUZZY ANALYTIC HIERARCHY PROCESS TO DEVELOP ASSESSMENT INDICATORS FOR SUSTAINABLE UNIVERSITY
Authors: 王文生
洪秀婉
Wen-Sheng Wang
Shiu-Wan Hung
Issue Date: Jun-2015
Publisher: 教育研究與評鑑中心
Center for Educational Research and Evaluation
Abstract: 世界各國已逐步提升永續發展之概念,高等教育機構之大學若能從事永續教育之推展工作,應可發揮永續發展之擴散成效。本研究主旨在於透過專家問卷調查,依美國高等教育永續促進聯盟、永續未來大學領導人聯盟及加拿大Sierra 青年聯盟對永續之定義進行永續大學指標建構評選。評估構面收斂為生態健康、社會正義、學校生計、及教育未來等四主要構面。研究進行利用模糊層級分析法,對教職及研發專家包括產業、政府單位、學術機構、技研單位等37位專家做問卷調查。研究結果顯示,臺灣高等教育機構在推動永續發展之主要構面中,以推動教育未來最為重要。永續大學評估指標則以水源管理、扶助弱勢、健康福祉及師資規劃最為重要。此建構永續大學評估指標之結果,策重凝聚社會對永續大學規劃管理之共識及建構永續大學實務運作之基石。
The way to maintain sustainable development is an important global issue. If sustainability education can be developed in the university, this concept will be soon effectively spread to the society. Therefore, the development of a set of assessment indicators to measure higher education sustainability practices and performance becomes a urgent task. The current study uses the definitions of sustainability according to the Association for the Advancement of Sustainability in Higher Education, University Leaders for a Sustainable Future, and the Sierra Youth Coalition, and their concepts are expanded into four dimensions: ecosystem health, social justice, secured livelihoods, and future performance. In addition, this study also uses the fuzzy analytic hierarchy process to analyze the indicators. The survey questionnaires were given to 37 experts of industry, government, education, and research and development institutes. Results show that the indicators of water resource management, help the disadvantaged, health and welfare, and educators program are considered the most important. Additional suggestions and recommendation were given for further planning and practice.
URI: http://rportal.lib.ntnu.edu.tw/handle/77345300/78310
Other Identifiers: D0E7DD6A-6724-C325-CB3A-BF01CCEA1685
Appears in Collections:當代教育研究

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