臺灣博碩士論文加值系統

本研究旨在探討美國大學連結退休社區模式。本研究主要採用文獻分析法，文件蒐集主要從1982年至2006年5月止，有關美國大學連結退休社區相關的文獻、論著、報告、期刊文章及網頁等資料。研究者進行資料嬝盂P整理後，綜合探討美國大學連結退休社區之緣起與發展、模式、角色及關係、實施概況、學習活動之提供等，歸納其特色，最後，以研究者之省思，提出對我國高齡教育之啟示作為結論。
經由本研究可歸納出美國大學連結退休社區模式之特色共有十一點，分別為：連結模式整合大學與退休社區、為退休社區注入活力、提高退休社區的形象與聲望、促進退休社區多元化發展、連結模式結合分齡與合齡、為大學校院開拓新的資源、提供大學造成大學任務與使命的新途徑、連結模式加強學校與社區聯繫，有助於化解學校與社會的隔閡、為高齡者開拓學習機會、為高齡者締造了一個多代融合的環境、促進高齡者的心智健康，並滿足高齡者影響及貢獻的需求、使高齡者與母校間保持聯繫，並加強高齡者與當地學校的連結、滿足高齡者在地老化的需求、提供高齡者退休後新的發展途徑。
另外，對於美國大學連結退休社區模式之實施情形加以檢討，提出有關的困境與盲點，以供高齡教育相關單位之參考，共計六方面，分別為：政府缺乏對大學連結社區的支持與立法之規範、部分大學對辦理大學與退休社區的連結共識不足、建立退休社區的經費籌措困難、受入住條件的限制，使大學連結退休社區的服務對象受限、大學與退休社區領導人共識仍有不足、政府缺乏獎勵與評鑑機制的設立。
最後，美國大學連結退休社區模式對我國高齡教育之啟示如後：
一、 對我國政府的啟示
（一） 政府致力發展安養結合學習的新退休觀念
（二） 在政策上鼓勵大學開辦高齡教育活動
（三） 鼓勵老人住宅及退休社區自行辦理學習活動，開拓高齡者學習機會
二、 對我國大學的啟示
（一） 高等教育機構為高齡者開放
（二） 大學與退休社區的結合，開拓大學新的發展契機
（三） 大學成立高齡學習中心
（四） 大學應致力於加強與校友間的關係，以利於開拓資源
（五） 加強校內對高齡社會來臨的共識，以及採取因應的策略
（六） 加強高齡相關領域的研究與專業人才的培育
三、 對我國退休社區發展的啟示
（一） 調整退休社區的經營，將安養與學習作結合
（二） 退休社區應提供更多元的服務，以滿足高齡者更多的需求
（三） 退休社區的開發應尋求與大學建立連結關係
（四） 退休社區宜結合社會福利、醫療及教育體系的資源
（五） 退休社區內設管理高齡學習活動的單位及專業人員
四、 對我國高齡者的啟示
（一） 選擇與大學有連結關係的退休社區為安養之場所
（二） 高齡者參與學習有助於促進身心健康
（三） 高齡者成立自助的社群，自行發展學習活動，提供學習的機會
（四） 參與代間交流活動，找尋生命意義

ABSTRACT
The theme of the research is to explore University-Linked Retirement Communities (ULRCs) in the United States. The documentary analysis method is mainly adopted. The documents had been collected from 1982 to May of 2006 included the relative documents, books, reports, editorials, and websites in University-Linked Retirement Communities in the United States. By reading and arranging them, the researcher tried to discuss the origin, the development, model, role, relationship, and learning activities of University-Linked Retirement Communities in the United States. After the discussion of the above, the researcher generalized the features from it and provided some recommendations for the elders’ education in Taiwan.
The research about University-Linked Retirement Communities in the United States can generalize into fourteen features as below:
1.Linking model conformity university and retirement communities ;
2.To pour vigor into retirement communities;
3.Enhancing the image and prestige of retirement communities;
4.To promote retirement communities multiplication development;
5.Linking model combine age-segregation with age-integration;
6.Develops the new resources for the university;
7.Providing the university to create the new way of university duty and mission;
8.Linking model strengthening the relation of school and communities, and it can remove the misunderstanding between the school and society;
9.To increase study opportunity for older people;
10.To create a multi-generation environment for the older people;
11.To promote the elders mental health, and satisfies the elders influence and the contribution demand;
12.Make the elders keep the contact with their old school, and strengthening older people link with local school;
13.Satisfying the demand of elder aging in the place;
14.To provide the elders the new development approach after retirement.

Besides, the researcher analyzed the implement of University-Linked Retirement Communities in the United States, then pointed out the dilemma and blind spots of it, and finally provided the elders’ educational institutes with four aspects recommendations as following:
1.The government lacks the norms of support and legislation of ULRCs;
2.Some universities lack for linking common view to what has been handled the university and retirement communities insufficiently;
3.It is difficult to finance for building up retirement communities;
4.The ULRCs is restricted by the entrance condition to cause its service object is limited;
5.The university and retirement communities' leader lack for common view;
6.The government lacks for setting the mechanism of rewards and comments.
At last, the research of University-Linked Retirement Communities in the United States provides our country four aspects recommendations as below:
I.ULRCs to government's enlightenment
1.The government should make great efforts to develop the new retirement idea of caring link learning;
2.Encouraging the university to held the elders educational activities on the policy;
3.Encouraging older living house and retirement community to held learning activities by themselves, and increasing the elder learning opportunities.
II.ULRCs to university/college's enlightenment
1.The higher educational institution opens for the elder;
2.The combination of universities/colleges and retirement communities open the new development opportunity for the university;
3.The universities/colleges should establish senior learning center;
4.The universities/colleges should be devoted to strengthening the relationship among the alumni is beneficial to opening up resources;
5.The universities/colleges should strengthen the common view in school to face the coming of aging population society and adopt in accordance to strategy;
6.To enhance the elders correlation domain research and cultivate professional personnel.

III.ULRCs to Retirement Communities’ enlightenment
1.To adjust the management of the retirement communities, and combine care with learn.
2.The retirement communities should offer a variety of service to meets more demands of the elder.
3.The development of retirement communities should seek to establish the linking relationship with the university.
4.The retirement communities should combine the resources of social welfare, medical treatment and education system.
5.The retirement communities set up the unit and professional personnel to manage elder learning activities.
IV.ULRCs to the elders’ enlightenment
1.To choose the retirement communities which have linked relationship with the universities/colleges to be a raising place.
2.The elders participate in learning activities contribute to promote physical and mental healthy.
3.The elders establish self-service social group to develop the learning activity voluntarily and provides the learning opportunities.
4.The elders should participate in generation activities to look for the life meaning.

第一章 緒論......................................... 1
第一節 研究背景與重要性............................. 2
第二節 研究動機與目的............................... 5
第三節 研究方法與步驟............................... 8
第四節 名詞釋義..................................... 11
第五節 研究範圍與限制............................... 13
第二章 美國大學連結退休社區之緣起、發展與模式....... 15
第一節 美國大學連結退休社區之緣起................... 15
第二節 美國大學連結退休社區之發展................... 22
第三節 美國大學連結退休社區之模式................... 28
第三章 美國大學連結退休社區之實施................... 33
第一節 大學與連結退休社區之角色及關係............... 33
第二節 美國大學連結退休社區之實施概況............... 46
第三節 美國大學連結退休社區學習活動之提供........... 55
第四章 美國大學連結退休社區之特色、問題與省思....... 60
第一節 美國大學連結退休社區之特色................... 60
第二節 美國大學連結退休社區之問題與省思............. 70
第三節 美國大學連結退休社區對我國高齡教育之啟示..... 74
參考文獻.............................................. 88

一、中文部分
大學建立退休村（2004年5月13日）。美國之音。2005年8月24日，取自：http://www.voanews.com/chinese/Archive/a-2004-05-13-10-1.cfm
內政部（2005）。主要國家重要經社指標。2005年11月24日，取自http://win.dgbas.gov.tw/dgbas03/bs8/world/i_socec3.xls
內政部（2006a）。戶籍登記現住人口數按五歲年齡分組。2006年6月13日，取自http://www.moi.gov.tw/stat/
內政部戶政司（2006b）。臺閩地區各縣市人口年齡結構重要指標。2006年6月13日，取自http://www.ris.gov.tw/ch4/static/st1-9-9503.xls
行政院衛生署國民健康局（2002）。台灣老人十年間居住、工作與健康狀況的改變。2005年11月24日，取自http://www.bhp.doh.gov.tw/people/pdf/
李文龍（2003）。抓住3000億老人商機。台北：知本家文化。
李如瑩（2005）。壽險公司結合年金屋之行銷研究。朝陽科技大學保險金融管理系碩士論文。全國博碩士論文資訊網，093CYUT5218003。
李素端（2005）。英國第三年齡大學之研究。國立中正大學成人及繼續教育研究所碩士論文。未出版，嘉義。
沙依仁（1996）。高齡學。台北：五南。
邱慧寧（2001）。影響台灣地區民眾選擇銀髮社區因素之研究。國立中山大學人力資源管理研究所碩士論文。全國博碩士論文資訊網，090NSYS5007013。
林韋任（2005，12月3日）。退休後你想住那裡。聯合報，B2版。
林麗惠（2005）。美國大學結合退休社區之發展。成人及終身教育，5，51-55。
邱天助（1991）。老年發展及其教育需求。載於教育部教育社會司主編，老人教育。台北：師大書苑。
留學相關消息報導：老人喜歡旁聽 大學漸難應付（2004年11月9日）。世界日報。2005年11月24日，取自：http://192.83.187.6/study/modules.php?name=News&file=article&sid=898
張良鏗（2005）。高齡者進入大學校園對校園物質環境的衝擊與因應。成人及終身教育，8，44-52。
張春興（2003）。現代心理學。台北：東華。
教育部統計處（2005）。94～109學年度國民教育階段學生人數預測分析報告。2006年2月22日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/publish/basic-edu-stnum/2005.pdf
曾禰七重（2004）。日本高齡者教育實施方式之研究。國立中正大學成人及繼續教育研究所碩士論文。未出版，嘉義。
黃富順（2000）。成人教育導論。台北：五南。
黃富順（2004）。高齡學習活動的發展。載於黃富順（主編），高齡學習。台北：五南。
黃富順（2005）。人口結構改變對成人及高齡教育的影響與因應。成人及終身教育，10，8-18。
謝孟雄（1995）。教育改革與社區學院。載於中華民國社區教育學會主編之學校社區化。台北：師大學苑。
謝春滿（2005）。退休潮年輕化。2005年11月20日，取自http://www.cis.nctu.edu.tw/~gis90589/myblog/archives/000209.html

二、英文部分
Administrator (2004). Is there a “university-linked retirement community “in your future? Practical wisdom for higher education executives, 23(9), 5-6.
Anonymous (2005). Hillsdale College plans $65M retirement facility. Toledo Business Journal, 21(9), 1. Retrieved October 13, 2005, from ProQuest database. (Document ID: 895282241)
Big Seniors On Campuses: Colleges are appealing to retirees by offering housing complete with academic perks. (2004, July 26). BusinessWeek Online. Retrieved March 22, 2006, from http://www.collegiateretirementcommunity.com/reflections.htm
Brecht, S. (1994). Continuing care retirement communities. In Folts, W. & Yeatts, D. (Eds.), Housing and the aging population: options for the new century (pp. 145-168). New York: Garland Publishing.
Brown, N. P. (2005). Back to School: The joy and rigor of living near an academic environment. Harvard Magazine. Retrieved March 21, 2006, from http://www.harvardmagazine.com/com/on-line/010535.html
Brown, P. L. (2006, February 27). Growing Old Together, in New Kind of Commune. New York Times (Late Edition (east Coast)), p. A.1. Retrieved March 14, 2006, from New York Times database. (Document ID: 993917521).
Buasri, V. (2003) Innovativeness and acceptance of retirement housing of faculty pre-retirees at selected Thai universities. Ph.D. dissertation, Oregon State University, United States, Oregon. Retrieved March 14, 2006, from ProQuest Digital Dissertations database. (Publication No. AAT 3069912).
Cohen, B. (2005, February 10). Dennison: Alumni housing can work. Missoulian. p. A1. Retrieved October 22, 2005, from Missoulian database. (Document ID: 801837831).
Deibel, M. (2003, October 29). In retirement, many return to campus life. KnoxNews. Retrieved February 24, 2006, from http://www.globalaging.org/elderrights/us/campuslife.htm
Halligan, T. (2004). Alums Back on Campus. University Business,7(12),46-50. Retrieved February 21, 2006, from http://www.universitybusiness.com/page.cfm?p=683
Heintz, K. M. (1976). Retirement Communities : For Adult Only. New Brunswick, NJ, Rutgers University, Center for Urban Policy Research.
Hunt, M. E., Feldt, A. G., Marans, R. W., Pastalan, L. A., & Vakalo, K. L. (Eds.). (1983). Retirement Communities: An American Original. New York: The Haworth Press.
Independence Grove (2006). A Unique Community. Retrieved May 1, 2006, from http://www.hillsdale.edu/IndependenceGrove/
Lamdin, L., & Fugate, M. (1997). Elderlearning: New frontier in an aging society. Phoenix, Arizona: Oryx Press.
Lum, L.(2005). From Shakespeare to Sports. Diverse Issues in Higher Education, 22(17), 26-28. Retrieved March 31, 2006, from ProQuest database. (Document ID: 911822851)
Manheimer, R. J. & Snodgrass, D.(1993). Educational Gerontology, 19(7), p585-595. Retrieved March 23, 2006, from EBSCOhost database. (AN 9402101151)
Meadowood Retirement Community (2005). Affiliation of Indiana University & Meadowood Retirement Community. Retrieved November 20, 2005, from http://meadowoodrc.com/
Pastalan, L. A., & Schwarz, B. (Eds.). (1994). University-Linked Retirement Communities : Student Visions of Eldercare. New York: The Haworth Press.
Photo (2005, April 21). Retrieved November 20, 2005, from http://www.canarsiecourier.com/news/2005/0421/Savvy_Senior/
Powell, R. (2004, June 19). Colleges Construct Housing For Elderly; Retiree Students Move to Campus [FINAL Edition]. The Washington Post. Retrieved August 13, 2005, from ProQuest database. (Document ID: 653028471)
Ron Word (2004, May 23). Retirement communities moving back to campus. Milwaukee Journal Sentinel. Retrieved February 24, 2006, from http://www.findarticles.com/p/articles/mi_qn4196/is_20040523/ai_n10970110
Streib, G. F. & Folts, W. E. (2003). A college in a retirement community. Educational Gerontology, 29, 801-808.
Streib, G. F. (2002). An introduction to Retirement Communities. Research on aging, 24(1), 3-9.
Streib, G. F., & Metsch, L. R. (2002). Conflict in retirement communities: Applying an analytical framework. Research on Aging, 24(1), 67-86. Retrieved March 15, 2006, from Academic Research Library database. (Document ID: 94961647).
Streib, G.(1990). Retirement communities: linkages to the locality, state, and nation. Journal of Applied Gerontology, 9(4), 405-419.
Synder, B. K. (2002). Back to school: university-linked retirement communities and institutional integration. Unpublished doctoral dissertation, Pennsylvania State University.
The Kendal Corporation (2006). 30th Anniversary Annual Report: Chronology of Kendal's first 30 years with philosophical and developmental highlights, plus financial reports. Retrieved February 21, 2006, from http://www.kendal.org/publications/documents/annrep2003WEB.pdf
Tsao, T. C. (2003). New model for future retirement: a study of college/university linked retirement communities. Unpublished doctoral dissertation, University of Michigan.
University of Delaware (2006). Academy of Lifelong Learning: Spring 2006. Newark, DE: University of Delaware.
US Census Bureau (2005). 65+ in the United States: 2005 .Retrieved March 21, 2006, from http://www.census.gov/prod/2006pubs/p23-209.pdf