自從校務評鑑等品保措施要求各校院需為學生預訂素養或能力之後，基本 素養與核心能力成為大學校院普遍關切的重點之一，但其重點和特色以及養成 能力與校訂能力的契合情形，有待探究。本研究針對第一期校務評鑑期間，78 所普通大學校訂基本素養與核心能力，以及篩選自臺灣師大教評中心2011學年 度大專應屆畢業生問卷調查所得，經内容分析和「重要性與表現度分析」 (Importance Performance Analysis, IPA)，發現：（1)大學校院校訂「基本素養」 與「核心能力」符合國内外期待與社會變遷；頗重視「關懷」，但「職場能力」 待加強宣示；（2)經比較應屆畢業生自我評估養成能力與校訂能力，「溝通與合 作」是學生認為表現最佳、學校重視度最高，二者最契合；而「國際視野」則 是學校重視但學生表現稍差，二者差距最大。

Since the quality assurance measures, such as institutional evaluation, require that every university/college has to prescribe fundamental literacy and core competence for its students, literacy and competence have therefore become one of the key concerns for universities/colleges. The emphases and the features of the literacy and competence, along with the fit between undergraduate student’s prescribed fundamental literacy and their prepared competence, deserve a further exploration. Thus, this study aimed to analyze the data not only from the fundamental literacy and core competence of 78 universities/colleges receiving the first round of institutional evaluation but also from the report on a survey of the senior students graduated in 2011, published by the Center for Educational Research and Evaluation, National Taiwan Normal University. Through content analysis and importance-performance analysis (IPA), the findings were as follows: (1) While the prescribed fundamental literacy and core competence were multivariate and appropriate, they were inadequate with respect to work competencies and they placed an emphasis on care; (2) “Communication and cooperation” exhibited the best fit, whereas “international vision” showed the biggest gap between the prepared and the prescribed competence.