OECD高等教育知識管理與成效分析

Analyzing Knowledge Management and Its Effectiveness of Tertiary Education in OECD

本研究發現，許多OECD家高等教育的發展，以知識為核心的人力培育與高科技的創發備息息相關。本文所列，以知經濟為導向的國家，在高原教育統的結構、政府對知識創發的資源投入方面，與低度開發國家相較，均有顯著性差異。本文並省思臺灣的高等教育發展，最後建議：臺灣在面對知識管理的挑戰，高等教育宜投入相對的資源。在管理方面要注重：專業智慧的培育、學術組織的轉型、創造知性網路、以及建立知識管理的指標系統。

Using the CORPS framework (clients， operations， resources， participants， and services)， the author addresses the research and innovation management of tertiary education system in OECD countries. In this paper， the related data from OECD and the World Bank data were used to analyze the effectiveness of ISCED 5B， ISCED 5A/6， and their impact on high-technology exports. Correlation and cluster analyses are implemented by the SPSS package. The related data include student structure， organization operation， available resources structure， faculty-student ratio， and research outcomes.The findings reveal the knowledge-based human resource development has significantly correlation wit the high-technology innovation costumes among OECD countries. In the high knowledge-based oriented counties， their tertiary education structure， resources invest in knowledge innovations have significant differences when comparing with other low knowledge-based oriented countries.Taiwan’s current tertiary education also reviewed in this paper. The suggestions for Taiwan are as follows: Facing the challenges of the knowledge management， Taiwanese government needs to invest more resources in the tertiary education system. In the tertiary education system， we need to cultivate professional wisdom， transform the academic organizations， create knowledge networks， and building knowledge management indicator systems.