高等教育向來有兩種原型：文理、專業。2000～2005 年間，「文理─專業」亦成為卡內基高等教育機構分類之重要類別，以反映社會對高等教育的不滿。然而，「文理─專業別」是一種相對粗略的說法，不僅混雜了多重面向，也將複雜現實過於簡化為「類別」。本研究以O*NET知識量尺為工具，採用O*NET資料庫與大考中心全國學系調查之次級資料，建構出學系「精博特徵」與「學職契連特徵」之測量指標。研究結果顯示，此二學系特徵在信度、聚斂效度、區別效度與效標關聯效度皆有良好表現，而且，相較於文理─專業別，學系特徵對進修與求職兩類效標，有更高、更穩定與更細緻之預測力。最後，本文亦討論了實徵結果對教育政策之意涵，以及文理基礎學科的因應策略。

In histories, there are two archetypes in higher education: Liberal Art & Science
school (LA&S) and Professional school (PROF). In 2000-2005, in order to reflect the
public un-satisfaction to higher education, Carnegie Foundation began to add the LA&
S-PROF dimension into her classification of institutions of higher education. However,
LA&S-PROF type is a rough concept. It not only mixes multiple meaning, but also sim-
plifies the continuous scale into nominal scale. Using the survey data of College En-
trance Examination Center (CEEC), the knowledge scale and the database of O*NET,
this paper try to propose two department characteristics and their measurement index:
Program Breadth-Depth Characteristic & School-Work Correspondence Characteristic.
Empirical results show that these two department characteristics have good perform-
ance in stability reliability test, convergent validity test, discriminant validity test and
criterion-related validity test. Moreover, these two department characteristics have bet-
ter, stable and meticulous predictive power than LA&S-PROF type at the two kind of
criterion variables: job seeking behavior and acceptance rate of graduate program. Im-
plementations for higher education policy and for LA&S school are discussed.