近十年來由於四技、二專院校改制紛紛升等為技術學院，進而增加大學院校的校數，卻使專科學校大幅減少，間接造成今日大學院校招生不足的現象。有鑒於今日大學院校的數目日益漸多，但市場卻是呈現供過於求的現象，以致於各大學院校呈現競爭搶人的現象，無非不是希望自己的學校能有更多的學生來就讀，又現今出現出生率下降的少子化時代，學校要如何滿足學生在師資方面、課程規劃方面、軟硬體教學設備方面以及上課環境方面的需求與期望，已儼然成為當今國內之大學院校於招生時應重視的課題了。據此，本論文以淡江大學、輔仁大學、中興大學等三所大學為例，探討影響學生滿意度與忠誠度的關系因素模式。
本研究結果顯示，在學生忠誠度這項構面裡，此三所大學呈現無顯著的差異。在軟硬體方面設備品質方面的總效果分析結果發現到，其對學生滿意度產生正向的總效果，具有正向加分的作用。此三所學校的學生對於所就讀學校滿意度與忠誠度的關係，可由路徑分析中發現到，學生滿意度與學生忠誠度的關係為0.70，呈現正向相關，表示學生在學校的感受到的滿意度越高，而學生忠誠度也就會越高，因為學生忠誠度會受到學生滿意度的影響。

In Taiwan, the past ten years cause the Technological and Vocational Colleges elevate status to be the Institutes of Technological College, and then the school of the university colleges increased. But making the Vocational Colleges to reduce widely. Indirectly caused the institute of university colleges enrolling new students did not insufficient phenomenon. Today the institute of university colleges are adding more and more, the phenomenon for overly asking appears on the market, every institute of university colleges presents the phenomenon that is devoted to vying for students, does not only hope that can there are more students to study in one's own school, and now at the period of the birth rate decline, how should the school meet student's demand and expectation in respects of teachers、study programming respect、teachin equipment quality of the software and hardware respect and class environment respect, had already nowadays became the subject which the university colleges should pay attention to solemnly while enrolling new students. In view of the above, This thesis take the students studying in the Tamkang University、FuJen Catholic University and National Chung Hsing University as the example, to find the related factors that will be influence student's satisfaction and student's loyalty.
This result of study shows, in this composition of student's loyalty, the three universities did not present having apparent difference. The total effect analysis result in equipment quality of the software and hardware respect is found that it produce student satisfaction to positive total effect. The relations between satisfaction and students loyalty studied in of this three schools, The student satisfaction relation with student's loyalty is relevant to 0.70, feels student's satisfaction higher in what school experience, and will be higher student's loyalty, because student's loyalty will be influenced by student's satisfaction.

中文摘要      i
英文摘要     ii
第一章 緒論	5
第一節 研究背景與動機	5
第二節 研究目的	7
第三節 研究流程	8
第四節 論文架構	8
第二章 文獻探討	9
第一節 國家顧客滿意度的模式	9
一、瑞士顧客滿意度指標模式(SWICS)	10
二、美國顧客滿意度指標模式(ACSI)	11
三、歐洲顧客滿意度指標模式(ECSI)	12
第二節 ECSI模式的應用	15
第三節 ECSI模式的各構面的定義	17
一、企業形象(Image)	17
二、顧客期望(Expectation)	17
三、產品品質方面的知覺(Perceived Quality of “Hard Ware” )	17
四、服務品質方面的知覺 (Perceived Quality of “Human Ware”)	18
五、知覺價值(Perceived Value)	18
六、顧客滿意度(Customer Satisfaction)	18
七、顧客忠誠度(Customer Loyalty)	19
第三章 研究方法與架構	20
第一節 研究架構	20
第二節 研究對象與範圍	21
第三節 問卷設計	21
一、問卷設計之原則	21
二、問卷結構	22
三、各構面之操作性定義	22
第四節 研究假說	24
第五節 研究步驟	25
一、蒐集相關資料	25
二、抽樣方法	25
三、進行問卷調查	26
第六節 資料分析方法	26
一、基本統計量分析	27
二、項目分析	27
三、信度與效度	28
四、因素分析	31
五、線性關係結構方程式(LISREL)分析	32
第四章 實證分析	36
第一節 樣本資料結構分析	36
一、基本資料統計表	36
二、基本資料交叉分析表	37
第二節 項目分析	40
第三節 信度分析	45
第四節 影響大學生對於所就讀的學校之滿意度與忠誠度的因素分析	46
第五節 學生滿意度模式之構面比較分析	59
第六節 學生滿意度與學生忠誠度模式之分析	61
第五章 結論與建議	72
第一節 結論	72
第二節 建議	73
參考文獻	75
中文部分	75
英文部分	75
網頁部分	81
附錄	…………………………………………………………………………………..82

表目錄
表1  大專院校學校數之變動狀況	5
表2  93學年度大專院校新生註冊率概況	6
表3  大專院校校數統計(93學年度)	6
表4  ECSI模式潛在變數與衡量變數之定義	16
表5  問卷內容之結構	22
表6  本研究學生滿意度之ECSI模式潛在變數與衡量變數的定義	23
表7  學院、科系選取的結果與發放比例	26
表8  Cronbach′s α係數信度的參考範圍	28
表9  問卷發放與回收結果	36
表10 各校樣本的性別統計表	36
表11 整體樣本的性別統計表	36
表12 各校年級樣本的統計表	37
表13 整體樣本年級的統計表	37
表14 各校學生的性別交叉分析表	38
表15 各校樣本的年級交叉分析表	38
表16 各校學生所選擇大學種類的叉分析表	39
表17 各校學生所選擇學院種類的叉分析表	40
表18 學校形象項目的分析	41
表19 學生期望項目的分析	41
表20 軟硬體設備方面品質項目的分析	42
表21 教職人員互動品質項目的分析	43
表22 感受價值項目的分析	44
表23 學生滿意度項目的分析	44
表24 學生忠誠度項目的分析	45
表25 問卷各構面之Cronbach′s α係數	46
表26  KMO值的決策標準	47
表27 學校形象構面的KMO與Bartlett檢定	48
表28 學校形象構面的因素分析	48
表29 學校形象構面的轉軸因素	49
表30 學校形象構面的因素名稱	49
表31 學校形象構面的因素分數	49
表32 學生期望構面的KMO與Bartlett檢定	50
表33 學生期望構面的因素分析	50
表34 學生期望構面的轉軸因素	50
表35 學生期望構面的因素名稱	51
表36 學生期望構面的因素分數	51
表37 軟硬體設備方面品質構面的KMO與Bartlett檢定	52
表38 軟硬體設備方面品質構面的因素分析	52
表39 軟硬體設備方面品質構面的構面的轉軸因素	52
表40 軟硬體設備方面品質構面的因素名稱	53
表41 軟硬體設備方面品質構面的因素分數	53
表42 教職人員互動品質構面的KMO與Bartlett檢定	54
表43 教職人員互動品質構面的因素分析	54
表44 教職人員互動品質構面的轉軸因素	55
表45 教職人員互動品質構面的因素名稱	55
表46 教職人員互動品質構面的因素分數	56
表47 感受價值構面的KMO與Bartlett檢定	56
表48 感受價值構面的因素分析	56
表49 感受價值構面的轉軸因素	57
表50 感受價值構面的因素名稱	57
表51 感受價值構面的因素分數	57
表52 學生滿意度構面的KMO與Bartlett檢定	58
表53 學生滿意度構面的因素分析	58
表54 學生滿意度構面的轉軸因素	58
表55 學生滿意度構面的因素名稱	58
表56 學生滿意度構面的因素分數	59
表57 學生忠誠度構面的因素名稱	59
表58 學生忠誠度構面的因素分數	59
表59 七大構面ANOVA分析	60
表60 七大構面的事後多重檢定表	61
表61 模式中潛在構面與觀察變數的代碼	62
表62 模式之基本配適水準-潛在依變數誤差變異的估計值與檢定	63
表63 模式之基本配適水準-觀察變項誤差變異的估計值與檢定	64
表64 整體模式之配適度檢測	65
表65 模式內在的配適度評量表	66
表66 測量模式的參數估計值與檢定	67
表67 路徑係數估計與檢定	68
表68 各潛在變數之間接影響效果檢定	69
表69 各潛在變數之整體影響效果檢定	70

圖目錄
圖1  大專院校學校數之變動狀況	6
圖2  研究流程圖	8
圖3  成功價值鍵(Fornell et al., 1995)	9
圖4  SWICS模式(Manfred & Michael, 2000)	11
圖5  ASCI 模式(ASCI，1999)	12
圖6  ECSI模式(ESCI，1998)	14
圖7  本研究之概念性架構圖	20
圖8  學生滿意度模式	71

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網頁部分
1. ASCI(1999), http://www.acsi.aqs.org/ 
2. SWICS(1998), http://www.swics.ch/englisch/index.html
3. ECSI(1998),http://www.ecsi.org/
4. EFQM(1998), http://www.efqm.org/