Evaluation of the Operational Efficiency of Selected Senior and Vocational High Schools in Taiwan with DEA Meta-Frontier Approach: A Managerial Perspective

Hsiang-Hsi Liu^1, and Fu-Hsiang Kuo²

¹Graduate Institute of International Business, National Taipei University, Taiwan

²2Department of Information Management, Chaoyang University of Technology, Taiwan

Cite this paper

Hsiang-Hsi Liu and Fu-Hsiang Kuo. Evaluation of the Operational Efficiency of Selected Senior and Vocational High Schools in Taiwan with DEA Meta-Frontier Approach: A Managerial Perspective. Journal of Business and Management Sciences. 2020; 8(2):67-76. doi: 10.12691/JBMS-8-2-5

Abstract

This study aims to evaluate and compare the operational efficiency and technology gap of selected senior and vocational high schools in Taiwan under different teaching and learning levels based on the DEA meta-frontier approach. The empirical results show that these two types of high schools have different technology gap ratios (TGRs) or meta-technology ratios (MTRs). We also perform a statistical test to examine the evidence that there is a significant difference in the operating performance of these two types of schools and result shows evidence that the different operational performance of senior and vocational high schools is due to different characteristics/attributes. Regarding TGRs or MTRs, senior high schools outperform vocational high schools. A relatively low average TGRs or MTRs of vocational high schools mean that the existing technology in vocational high schools are not near the frontier of meta-technology and that there is more room for improvement in management skills or operational processes. These findings can also provide a reference for educational agencies or high schools when formulating policies and strategies on the efficiency of school operations.

Keywords

operational efficiency, technology gap ratio, Data Envelopment Analysis (DEA), DEA meta-frontier model, senior and vocational high school

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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