A study on the issues of university development from the viewpoint on the balance between the arts & social science students, and the science and technology students Yao Tang, Diwan University Professor of Graduate Institute of Education tangyao@mail.tw 0935933753 5718888 # 299 Abstract The aim of this paper is to explore the issues on the enrollment number balance between Human Arts including social science students, and science and technology ones registered universities and colleges in Taiwan, in which the student management is regarding to human capital distribution has gained its exclusivity these years. We witness the transformation of universities and colleges not only on the enrollment number system but also on the institutional department distribution from the public or private model to university-based, which is aimed at pursuing a good quality of our higher education. From this angle, entrepreneurial university managers meet the pressure on the present governance on enrollment number systems of each university in Taiwan. In dialogue with one another, we are looking forward to seeing the planning of enrollment number for the quality of the present-existed educational system.
The central value and purpose of the university with entrepreneurship should be clearly examined in the maxima effectiveness on the process of enrollment number, which may bring up collective consensus among the faculty members of the entire university and speed up the implementation of an effective resource strategy on distribution and allocation—to usher in a promising future for our universities and colleges. Therefore, one of the positive functionalities of enrollment number is to boost and coagulate morale of the entire staff members. From the outset, this paper intends to probe the differentiation of the ways of enrollment number adopted in Taiwan by the existing universities and colleges and those in the mainstream universities around the world. To sum up, the paper concludes with the key idea on the university applied on enrollment number, which is so called as the university accountability.
Those strategies on enrollment number can also improve the financial system for universities and colleges in the long run. Keywords: enrollment number; university issues; science and technology; 1 Background review The ability on science and technology would lead you a prosperity life; however, liberal arts will bring you rich in your mind The progress of science and technology education reform has been steady and sometimes accelerated since the publication of Taiwan Educational Reform in 1996. However, it is quite clear that what students learn in higher education institutions is close to what they are going to be employed in the labor market. No doubt that Taiwan is an industrial country and needs for more hi tech labors in employment market.
Thus the professional selection among departments tends to be science and technology instead of arts and social science. shows that, from 2.67 in 2005 between students registered science and technology and Arts. To maintain this progress, higher education has recently acknowledged its need for significant reform, and colleges and universities have undertaken substantial efforts to change the ways students organize teaching and learning. These efforts are especially noticeable in the science, technology, and technology-related disciplines.
Nonetheless, these reforms are only a beginning. It is clear that higher education must become a more active and visible participant if the reform process is to succeed in schools, colleges, and universities. Higher education has a significant role to play on education reform. For example, if as reformers envision, the entire science and technology curriculum is restructured, higher education will have to rethink the way it admits, counsel, and places students; the way it organizes its curricula and teaches undergraduate science, technology, and technology; and the way it goes about preparing the next generation of school, college, and university faculty.
Higher education can support reform by continuing to explore ways to improve science and technology education for undergraduate and graduate students alike. The aim of this paper is to explore the issues on the enrollment number balance between Human Arts students and Information Technology ones to universities and colleges in Taiwan, in which the student management is regarding to human capital distribution has gained its exclusivity these years. We witness the transformation of universities and colleges on the enrollment number system from the government- oriented model to university-based, which is aimed at pursuing a good quality of our higher education. From this angle, entrepreneurial university managers meet the pressure on the present governance on enrollment number systems of each university in Taiwan.
In dialogue with one another, we are looking forward to seeing the planning of enrollment number for the quality of the present-existed educational system. The current institutional status There are about 160 higher education institutions which are focused on the post- 18 level program. More than half of them are called as university of technology or polytechnic college in Taiwan. That means also that most of their curriculum arrangement is majored on the field of applied technology and information.
A great deal of teaching effort in the sciences and technology is for non-science majors. Higher education ascribes different purposes to science and technology education for majors and non-majors. Not surprisingly then, individual faculty differs in their views of how to adjust to a cohort of incoming students through reforms than today's students. Nonetheless, this section asserts that the majority of college and university faculty see in reform an opportunity to reinvigorate the goals and practice of science and technology education for both for majors and non-majors in ways that will broaden and 2 enrich our students’ preparation for life in the next century.
The different ways in which the disciplines interpret the very nature of science and technology may inhibit universities from implementing the integrated, interdisciplinary science and technology instruction. For scientists to become partners in a shared, common science and technology curriculum for all students, they will need considerable convincing that their own disciplines are represented fairly and adequately. This disciplinary constraint is likely to loosen gradually during the coming years as the roles of teaching and research for university faculty reach a new balance. College or university culture erects another set of barriers to change.
In many large science and technology departments, an instructional “pecking order” is observed: the most senior researchers teach graduate students; younger, active research faculty and older, formerly active researchers teach undergraduate majors; and those whose research careers have faltered handle the large introductory courses for non-majors. In some research-oriented universities, departmental courses for non-majors are viewed by both students and faculty as less attractive and less rigorous. This self-fulfilling prophecy may lead professors to devote less effort to teaching them, thereby creating a self-fulfilling prophecy of science and technology avoidance and poor student performance. In addition, the recognition and reward system in much of higher education favors research over innovative teaching.
This is especially prevalent in science and engineering, where the added incentive of outside funding shifts the reward balance even further toward research. Table 1: A survey on Public Comprehensive universities in Taiwan Arts and Ratio Institution name institution social College (Arts & social established science established science Departments/ total) 宜蘭university 1926 9(77) 2003 4/18* 嘉義university 1920 9(80) 2000 20/50 政治university 1927 9(28) 1955 20/48 Before 1987 清華university 1956 9(28) 1984 9/36* 臺灣university 1928 9(19) 1947 18/104* 成功university 1946 9(50) 1996 12/77* 中興university 1946 9(19) 1967 16/52* 臺東university 1948 9(55) 2003 13/18 臺灣海洋university 1953 9(52) 2005 3/25* 交通university 1958 9(37) 1995 8/40* 中央university 1962 9(34) 1996 7/44* 聯合university 1972 9(28) 2000 3/33 中山university 1980 9(15) 1995 14/41* 臺南university 1987 9 1987 19/31 中正university 1989 9 1989 12/35 3 Arts and Ratio Institution name institution social College (Arts & social established science established science Departments/ total) 東華university 1994 9(7) 2001 13/46 After 1987 暨南國際university 1995 9 1995 11/23 臺北university 2000 9 2000 9/29 高雄university 2000 9 2000 3/25 It is obvious to see from Table 1 that newly established universities (after 1987) have reflected the needs of arts and social science development according to the public universities. The tradition of physically and intellectually segregating the science and technology education of students from the education of science and technology professionals has severely limited opportunities for students. This segregation has also limited scientists’ exposure to the curriculum and their understanding of the science and technology knowledge and misunderstandings —that college freshmen bring into their classes.
There is also a nearly complete lack of contact between those who teach science and technology in our schools and their counterparts in our colleges and universities, which renders significantly more difficult our task of changing higher education to connect with and help build a reformed science and technology program. From the data of the14 private universities which were established before 1987, there are still three universities among them without establishing Social Science College. Most of them are few of departments related to the social science in the universities. The detailed information is shown on the table 2.
Table 2: A survey on Private Comprehensive universities before 1987 in Taiwan Ratio Institution name institution Arts and College (Arts & social established social science established science Departments/ total) 輔仁university 1925 9(36) 1961 20/63 淡江university 1950 9(8) 1958 11/63 東吳university 1954 9(13) 1967 7/22 中原university 1955 9(25) 1980 5/29 東海university 1955 9(38) 1993 13/34 靜宜university 1957 9(47) 2004 10/25 銘傳university 1957 9(46) 2003 6/60 實踐university 1958 ╳ 世新university 1960 9(37) 1997 6/23 逢甲university 1961 9(38) 1999 4/42 中國文化university 1962 9(18) 1980 17/75 4 Ratio Institution name institution Arts and College (Arts & social established social science established science Departments/ total) 大同university 1963 ╳ 真理university 1965 9(16) 1981 5/40 長庚university 1987 ╳ At the same time to survey the 17 newly-established private university groups, we can explain that they are quite responsive to the needs of social science development. We can see the college of social science was established as long as the newly-established private university was created after few years. Furthermore, many of them are set up at the same time of newly-established private university. It is quite ironical that private university would be tend to the employment market so that their students’ profession could be closed to the labor market.
One more point here is that most of newly-established private university is followed by the changes of Taiwanese economics. From the past ten years, part of the labor market focus tends to the needs of service industry. Table 3: A survey on Private Comprehensive universities after 1987 in Taiwan Ratio Institution name institution Arts and College (Arts & social established social science established science Departments/ total) 元智university 1989 9(8) 1997 7/24 中華university 1990 9(16) 2006 2/28 大葉university 1990 ╳ 華梵university 1990 9(6) 1996 5/12 義守university 1990 ╳ 長榮university 1993 9(10) 2003 8/27 南華university 1996 9(5) 2001 14/37 玄奘university 1997 9(8) 2005 9/18 開南university 2000 9(6) 2006 5/24 慈濟university 2000 9(2) 2002 9/23 致遠university 2000 9(0) 2000 4/15 立德university 2000 9(0) 2000 3/20 興國university 2000 ╳ 佛光university 2000 9(0) 2000 18/18 亞洲university 2000 9(2) 2002 5/21 稻江university 2001 9(2) 2003 6/16 5 Ratio Institution name institution Arts and College (Arts & social established social science established science Departments/ total) 明道university 2001 9(1) 2002 5/23 Table 4 shows the transformation on the education Market based on the number of students’ enrollment from the past 10 years in Taiwan. The field of technology plays the majority of the students’ profession in the past few years.
However, it is also increased steadily in the past time from 43. The social science also has the miner increasing compared to the field of arts profession. It is quite stable from the past ten years while we look at the changes of social science on Table 4. The ratio of the arts student is fixed on the 22.4 in 1996 down to the 16.
Those changes also show the balance issue between arts and technology in Taiwanese university labor distribution. One more point here also show on Table 4 is the massification on higher education from the recent years in Taiwan.