在全球化的影響下，工程教育領域的教育環境也被要求跟著改變 (National Academy of Engineering, 2005)。 在追求創新與彈性的同時，卻有許多人都忽略了教育環境本身的結構因素。
學者們曾指出大學的結構是包含行政與教學兩個系統的科層-專業雙重結構 (Heydebrand, 1990)。國外學者並且紛而指出大學中的教學與學術逐漸被邊緣化而行政系統卻變得集權化等現象 (Gumport & Sporn, 1999; Kogan, 1999; Shattock, 2013)。為了探討在臺灣的大學是否也有相同的情況，本文探究發生於臺灣某個以工程教育為特色的大學的一個事件，蒐集並分析相關文件，嘗試解答這個問題。
此文章採用Eisenhardt (1989) 的從個案建立理論的歸納性個案研究法，透過分析筆者親身經歷的案例，先證實了在案例中的大學也存在科層組織集權化，以及學術專業邊緣化的現象。並且科層系統的僵化以及對規定的強制使得案例中的大學呈現無效率與無效能的狀況。一個推論可以從此案例中得出：大學對於科層的傾向與集中化是源自於對於不確定性的規避。因此，在本文的最後筆者嘗試描繪一個一般化的科層-專業雙重結構模型，以協助解釋此系統的運作方式。

本研究的貢獻在於，(1)以一個實際案例，再次佐證前人學者們的研究結果，並以學生角度提供不同的視角 (2)解釋案例中的大學的行政集權化現象，並解釋現象發生的原因 (3)建立一個科層-專業雙重結構的模型，對兩個系統當中的運作模式、預期效果與非預期結果做了系統性的闡述。
最後，案例嘗試對於臺灣的大學發生的現象給予一個見解，即科層集中化與學術邊緣化的狀況與科層組織本身的特性正與目前工程教育環境訴求的創新、彈性等改革背道而馳。

Affected by globalization in the world, environment of engineering education in universities also has been asked for transforming into being more flexible and innovative. But the importance of structure of university itself often be neglected.
Bureaucracy-professionalism dualism, which contains two parallel systems from the administration and the faculties, or bureaucracy-professionalism dualism, is the system mostly be used to describe universities’ structure. Researchers pointed out a phenomenon that the administration is pushing academic participation to the periphery and becoming a primary control power in universities.
Adopting the case study method by Eisenhardt, this article analyzed a case from a university in Taiwan which is characterized its engineering education history. It was proved that the same phenomenon of centralization and inclination of bureaucracy system occurred in the university in this case as well. An inference can be derived from this case study: the reason of centralization and inclination of bureaucracy system in a university is caused by avoidance of uncertainty. As a result, at the end of this article I depicted a general model of a bureaucracy-professionalism dualism to help explaining how this system operates.
Finally, the case tried to give an insight to the phenomenon of Taiwan’s universities. The situation of centralization of administration and marginalization of professionals, and the characteristics of bureaucracy, are disadvantages for nurturing a flexible and innovative environment in engineering education we are trying to establish recently.

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