本研究旨在針對我國高等教育供需結構進行政策與文件分析，並輔以諮詢領域專家學者及政策擬定官員，以獲對高等教育人才供需結構現況之認識，並特別選定教育類別博士研究人力供需現況與發展為探討個案。本研究第一年將以探究我國現今高等教育人才供需結構之成因以建構分析之架構為主目的，第二年主要訪談在高教膨脹並就業市場緊縮結構中主體的回應與反思，將針對新科教育類博士、現今仍在教育類科就讀之博士生進行深度訪談，並輔以訪談國外教育博士及博士生。本研究之研究目的包括：1.探討我國高等教育人才供需結構之政策基礎與隱含思維；2.評析現行高等教育人才供需結構中教育類別博士人才就業之現況；3.瞭解教育類博士以及博士生所面臨的處境與可能選擇；4.根據研究結果，期提出未來高等教育教育類別人才供需結構調整之相關建議。本研究之研究結論包括：1.我國高等教育結構擴張的政策主要在符應民主潮流、回應民眾期待；2.我國教育博士人才因應師資多元化培育政策遽增以及未能相應發展的高教就業市場；3.我國教育博士對於未來就業市場的想像有限。本研究之研究建議如下：1.政府應在博士教育層面扮演更積極的制度變革角色；2.高等教育機構與博士班所在系所應整合資源並提供博士（生）有力的支持體系；3.教育博士（生）主體層面應具備新眼光與思維以開創新局。

　　This study aims to understand the reality of manpower supply-demand structure at higher education level by examining relevant policies and documents, interviewing scholars and government officials from specific fields. This study chooses the case of doctoral research manpower supply-demand reality in the field of education for further research. The first year of research will inquire the fundamental reasons of this phenomenon and form the framework to further analyze it. The second year of the research focuses on understanding subject's responses and reflections in such structure by interviewing the newly Ph.D. holders and doctoral students. The research purposes of this study are including: 1. to inquire the policy foundation and implicated thinking logic of designing manpower supply-demand structure at higher education level in Taiwan; 2. to analyze the reality of the employment opportunities for Ph.D. holders from the field of education in such manpower structure; 3. to understand newly Ph.D. holders and doctoral students' responses and alternative options facing current situation; 4. to provide suggestions for further developments on manpower policy. The research includes the following: 1. the policy for expansion of higher education structure is mainly responding to democratic trend and to the public's expectation; 2. the multi-cultivating teacher training policy produces many Ph.D. holders in education with no positions in higher education market; 3. the Ph.D. holders in education have limited imaginations regarding to their future job market in addition to professors. The research proposes the following suggestions: 1. the government should play a more active role at transforming the system of doctoral education; 2. higher education institutions and doctoral training programs should integrate resources and provide their Ph.D. holders and doctoral students a powerful support system; the Ph.D. holders and doctoral students in education field should be equipped with new perspectives and attitudes to initiate a new era for themselves.