本研究為個案研究，旨在探討大學院長角色認同轉變及其現況、院長任務履行範圍所需的角色認同、院長自我角色認同與他人對其角色期待間之落差，以及院長面臨角色認同之挑戰及其因應之道。為達成研究目的，本研究以個案研究為研究設計，以訪談法為主，文件分析為輔，透過訪談個案大學院長、系主任及學生，以及相關文件的蒐集，獲取寶貴的研究素材。本研究續依研究素材進行分析及綜整，提出本研究之結論及建議，作為大學院長履行職務之參考，並提供相關政策建言及作法供學校一級主管、系主任及學生參考，以供借鏡。
本研究之結論歸納如下：
一、大學院長角色認同之轉變及其現況。
(一) 學院走向具有實質學術發展作用，院長對自我角色認同不再是榮譽職位。
(二) 院長的角色認同經歷學者走向管理者的拉扯。
(三) 院長角色認同之任務履行範圍包含行政管理及學術發展兩大構面。
(四) 院長妥善運用職權及專業能力可提升自我的角色認同。
二、大學院長面對壓力之角色認同挑戰。
(一) 院長自我角色認同與學校一級單位期待之落差，削弱院長的成就感及熱忱。
(二) 院長角色認同的困難來自於系主任對其期待之落差。
(三) 院長角色認同的困境來自於學校政策與系所執行之落差所導致。
(四) 院長角色認同的困難來自於承擔不分系發展、募款及建立人脈關係的壓力。
三、大學院長面對角色認同挑戰之因應之道。
(一) 院長面對學校政策與系所執行差距之角色認同困境，其解方在於以人為本的決策參與。
(二) 院長角色認同與學校一級單位要求落差之解決，在於強化合作關係的緊密。
(三) 為解決院長在不分系發展之角色認同壓力，宜聆聽學生的聲音。
(四) 為解決院長在募款及建立人脈關係之角色認同壓力，宜積極參與培訓。

This study is a case study, aiming to explore the transformation and current situation of the role identity of the dean of the university's school of education, the role identity required to fulfill the dean's tasks, the gap between the dean's self-role identity and others' expectations of his role, and the role of the dean. Chang faces the challenge of role identity and how to deal with it. In order to achieve the purpose of the research, this study uses a case study as the research design, mainly using the interview method, supplemented by document analysis. Through interviews with the dean, department head and students of the school of education of the case university, and the collection of relevant documents, valuable research can be obtained material. This study continues to analyze and synthesize the research materials, and puts forward the conclusions and suggestions of this study as a reference for university deans to perform their duties. It also provides relevant policy suggestions and practices for the reference of first-level supervisors, department heads and students of the school.
The conclusions of this study are summarized as follows:
1. Changes in role identity of university deans and their current situation.
(1) The direction of the college has a substantial academic development role, and the dean’s self-identity is no longer an honorary position.
(2) The dean’s role identity has been pulled from scholars to managers.
(3) The scope of tasks identified by the dean’s role includes administrative management and academic development.
(4) Proper use of authority and professional abilities by deans can enhance their role identity.
2. Role identity challenges faced by university deans under pressure.
(1) The gap between the dean’s self-identity and the expectations of the school’s first-level units weakens the dean’s sense of accomplishment and enthusiasm.
(2) The difficulty in identifying the dean’s role comes from the gap between department heads’ expectations for him.
(3) The dilemma of dean’s role identification is caused by the gap between school policies and department implementation.
(4) The difficulty in identifying the dean’s role comes from the pressure to undertake departmental development, fund-raising, and building personal relationships.
3. How university deans respond to role identity challenges.
(1) The dean faces the role identity dilemma of the gap between school policies and department implementation. The solution lies in people-oriented participation in decision-making.
(2) The solution to the gap between the dean’s role identity and the requirements of the school’s first-level units lies in strengthening the close cooperative relationship.
(3) In order to resolve the pressure on deans to identify their roles regardless of departmental development, it is advisable to listen to the voices of students.
(4) In order to resolve the pressure on deans to identify with their role in fundraising and establishing personal relationships, it is advisable to actively participate in training.

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