運用事件歷史分析法探討大學教師留任率

A Longitudinal Investigation of Faculty Retention in Taiwan

近20年來，臺灣的大學校院因應教育改革及社會大眾對教育的需求而快速擴充，衍生出大學生學習成效不彰的問題，使得社會對於大學品質有所質疑。然而，影響高等教育的教學品質在於大學教師，大學教師不僅肩負著教學、研究及服務的任務，同時也關係著其所任教學校之學術聲望。自2015年開始，大學師資出現人才出走或流失的現象，而新聘教師人數亦逐年下降，讓這個議題浮上檯面。因為大學教師的流失或異動不僅會影響高等教育的學術聲望及教學品質，對於學校組織文化及行政效能亦會造成相當衝擊。從大學的角度來看，除需招募到優秀的人才外，如何留才也相當重要。因此，本研究利用存活分析探討影響大學教師留任的可能因素，以一所大學創校至今之教師資料，探索人口統計變項、職級、學術領域別、是否曾擔任主管職以及授課負荷量等因素對於離職的影響。最後，本研究透過了解影響教師留任率的可能原因，提出討論及後續研究建議。

The characteristics of academic communities and academic work are changing in significant ways internationally. Given the changing landscape of higher education, developing and supporting the intellectual capital that faculty members represent is fundamental not only to institutional reputations but also the quality of higher education institutions (Gappa et al., 2007). Therefore, the phenomenon of faculty departure has been a critical issue in terms of academic development of higher education. This study empirically examines faculty retention by using longitudinal data on the career paths of 596 faculties in a research university in Taiwan over a period of 40 years, with other relevant covariates included in the model. The methods of Kaplan-Meier estimation and Event History Analysis (also called survival analysis) were employed. Results of survival analysis revealed that the median time to faculty departure is four years, and faculty departure is significantly associated with birth cohort, academic discipline, rank, administrative experience, and the average teaching load in hours. Implications of the results for institutional policies and practices are discussed.