The Introduction of TEPS-B Project

The Introduction of TEPS-B Project

The Introduction of TEPS-B Project

This research project is the consequential continuation of “Taiwan Education Panel Survey,” abbreviated as TEPS-B. We take this into consideration that TEPS has made valuable and important contribution to the research fields of social science and public resources in Taiwan’s Education, thus National Cheng-chi University, National Taiwan University and Academia Sinica have collaborated to build a major research team called “Taiwan Education Panel Survey and Beyond” with six researchers to explore the relations between educational field and labor markets ever since 2009. We trace back the interviewees who agreed to accept our surveys years ago and we take them again as samples for TEPS-B. These students (the interviewees of TEPS) are now in the phase that they need to decide whether they shall further their educational level or officially involve themselves in the competitive working field. The questions designed by our survey and the structure of our theoretical analyses would focus on the professional performances of the youth after the expansion of high education in Taiwan, and the survey would also emphasize on how the prestige of your university, your chosen major in school, and even your gender would affect your professional performances once you decide to get involved in the labor market.

There’re two phases for the research of TEPS-B. The first phase was started in the year of 2009 till that of 2012 (abbreviated as TEPS-B 2009). The second phase is initiated in 2013 and estimated to proceed until 2017 (abbreviated as TEPS-B 2013). TEPS-B plans to continue the investigations through the remained samples of TEPS by means of phone-calls and in-person interviews, and TEPS-B 2013 aims to integrate the results of TEPS and TEPS-B 2013 into one effective referential resources for the public domain of Taiwan’s social science studies. When other advanced nations also set up research plans to engage in long-term surveys on their early generation students (for examples, Wisconsin Longitudinal Study, National Educational Longitudinal Study in United States, National Child Development Study in UK, German Youth Institute Youth Survey, Japanese Life Course Panel Surveys and Korean Education and Employment Panel Survey, etc), TEPS-B will follow their successful footsteps by building a sustainable date-base to investigate the youth in Taiwan, and this shall be one great contribution from Taiwan’s academy to the international academic developments.