5. Discussion and lessons learnedIn

5. Discussion and lessons learned
In summary, this research utilizes MCDM to precede performance evaluation of university extension education centers differing from the methods adopted by previous relevant researches such as statistical analysis, DEA, ﬁnancial ratios, etc. This research not only uses ANP to ﬁnd out the relative importance between evaluation perspectives and indices but also aims at discussing evaluation structure which is the mutual inﬂuence between one evaluation perspective and the other. Through using DEMATEL to analyze causal relationships among performance indices, the cause factors and effect factors, the central factors of evaluation indices are discovered as a reference of improvement to relevant decision makers. Herewith the essential analysis results and discussions of DEMATEL, ANP, and VIKOR are elaborated as below.
5.1. Using DEMATEL to analyze the causal relation of perspectives
Via the result of DEMATEL causality analysis, it could be seen that ‘‘Internal process perspective (P)’’ contains feedback relation. In other words, the inner process affects itself. In consequence, the inner processes of extension education centers should be reviewed regularly and used for adjusting or improving their organizations according to their ﬂaws so that they would be able to strive for perfection and move on to a higher level. Besides this, among all perspectives, ‘‘Internal process perspective (P)’’ is the most important one. It indicates that in the practical operation of extension education, internal procedure is the core value of an organization’s operation. Therefore, if it could be improved and adjusted continually, the upgrading of an organization’s entire performance might be able to be beneﬁted. ‘‘Learning and growth (L)’’ is found the most important inﬂuential factor of extension education as well as it also affects other perspectives such as ‘‘Financial perspective (F)’’, ‘‘Customer perspective (C)’’, and ‘‘Learning and growth perspective (L)’’. Therefore, extension education centers and universities should encourage their staff positively to enhance their learning and growth. A performance reward system facilitates staff to construct an explicit target of work as well as further raising the satisfaction, increasing centripetal force and continuation of employees so that employees will focus on contributing more to work to advance the other three perspectives. Apart from these, the analysis result also reveals ‘‘Financial perspective (F)’’could be affected by the other three perspectives. As a result, in order to increase the business achievement of extension education centers, the requirement of three other BSC perspectives must be satisﬁed ﬁrst. Nevertheless, comparing it to the real practice of extension education, this perspective actually has its ﬂaws and some spaces to be improved. In a signiﬁcant conference of operating policy of extension education in universities, the common problems were pointed out (Minstry of Education, 2004). These problems are the administrative position (ﬁrst level unit or afﬁliated unit) and value of extension education centers in universities’ systems; the insufﬁcient number of full-time people, the employees’ professional background, knowledge to this ﬁeld and capabilities of extension education staffs being apparently inadequate; the training of extension education staffs not being enhanced and so forth. In consequence, extension education units of all universities can think of how to make their improvement actively and raising organizations’ operations using the result of causeand-effect relationships among the performance indices can as a road map for strategy development.
5.2. Utilizing ANP to analyze the relative weights of each performance index
‘‘After-sales service’’, ‘‘Turnover volume’’, ‘‘Net income’’, ‘‘Setting up the major programs’’, and ‘‘Customer satisfaction’’ are considered to be top ﬁve key evaluation indices by ANP. The
analysis result shows that extension education unit is the proﬁt center of each university therefore apart from making a proﬁt as their orientation, the following elements should be valued as well
such as service procedure, key design of programs and the satisfaction of students in order to raising and growing operating performance more.
5.3. Using VIKOR to evaluate performance and ranking
According to the comprehensive performance evaluation done by the VIKOR method, the performance of B University extension education center is better than A University and C University. Comparing the result to the practice, as a matter of fact, B university extension education center is indeed the most popular and its operating performance is the best in Taoyuan area. As a result, its performance of each performance index is superior to the other two universities. However, A University did not pay much attention to extension education and it started the business later than others thus the following indices are needed to be enha

5. Discussion and lessons learned
In summary, this research utilizes MCDM to precede performance evaluation of university extension education centers differing from the methods adopted by previous relevant researches such as statistical analysis, DEA, ﬁnancial ratios, etc. This research not only uses ANP to ﬁnd out the relative importance between evaluation perspectives and indices but also aims at discussing evaluation structure which is the mutual inﬂuence between one evaluation perspective and the other. Through using DEMATEL to analyze causal relationships among performance indices, the cause factors and effect factors, the central factors of evaluation indices are discovered as a reference of improvement to relevant decision makers. Herewith the essential analysis results and discussions of DEMATEL, ANP, and VIKOR are elaborated as below.
5.1. Using DEMATEL to analyze the causal relation of perspectives
Via the result of DEMATEL causality analysis, it could be seen that ‘‘Internal process perspective (P)’’ contains feedback relation. In other words, the inner process affects itself. In consequence, the inner processes of extension education centers should be reviewed regularly and used for adjusting or improving their organizations according to their ﬂaws so that they would be able to strive for perfection and move on to a higher level. Besides this, among all perspectives, ‘‘Internal process perspective (P)’’ is the most important one. It indicates that in the practical operation of extension education, internal procedure is the core value of an organization’s operation. Therefore, if it could be improved and adjusted continually, the upgrading of an organization’s entire performance might be able to be beneﬁted. ‘‘Learning and growth (L)’’ is found the most important inﬂuential factor of extension education as well as it also affects other perspectives such as ‘‘Financial perspective (F)’’, ‘‘Customer perspective (C)’’, and ‘‘Learning and growth perspective (L)’’. Therefore, extension education centers and universities should encourage their staff positively to enhance their learning and growth. A performance reward system facilitates staff to construct an explicit target of work as well as further raising the satisfaction, increasing centripetal force and continuation of employees so that employees will focus on contributing more to work to advance the other three perspectives. Apart from these, the analysis result also reveals ‘‘Financial perspective (F)’’could be affected by the other three perspectives. As a result, in order to increase the business achievement of extension education centers, the requirement of three other BSC perspectives must be satisﬁed ﬁrst. Nevertheless, comparing it to the real practice of extension education, this perspective actually has its ﬂaws and some spaces to be improved. In a signiﬁcant conference of operating policy of extension education in universities, the common problems were pointed out (Minstry of Education, 2004). These problems are the administrative position (ﬁrst level unit or afﬁliated unit) and value of extension education centers in universities’ systems; the insufﬁcient number of full-time people, the employees’ professional background, knowledge to this ﬁeld and capabilities of extension education staffs being apparently inadequate; the training of extension education staffs not being enhanced and so forth. In consequence, extension education units of all universities can think of how to make their improvement actively and raising organizations’ operations using the result of causeand-effect relationships among the performance indices can as a road map for strategy development.
5.2. Utilizing ANP to analyze the relative weights of each performance index
‘‘After-sales service’’, ‘‘Turnover volume’’, ‘‘Net income’’, ‘‘Setting up the major programs’’, and ‘‘Customer satisfaction’’ are considered to be top ﬁve key evaluation indices by ANP. The
analysis result shows that extension education unit is the proﬁt center of each university therefore apart from making a proﬁt as their orientation, the following elements should be valued as well
such as service procedure, key design of programs and the satisfaction of students in order to raising and growing operating performance more.
5.3. Using VIKOR to evaluate performance and ranking 
According to the comprehensive performance evaluation done by the VIKOR method, the performance of B University extension education center is better than A University and C University. Comparing the result to the practice, as a matter of fact, B university extension education center is indeed the most popular and its operating performance is the best in Taoyuan area. As a result, its performance of each performance index is superior to the other two universities. However, A University did not pay much attention to extension education and it started the business later than others thus the following indices are needed to be enha

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5. Discussion and lessons learnedIn summary, this research utilizes MCDM to precede performance evaluation of university extension education centers differing from the methods adopted by previous relevant researches such as statistical analysis, DEA, ﬁnancial ratios, etc. This research not only uses ANP to ﬁnd out the relative importance between evaluation perspectives and indices but also aims at discussing evaluation structure which is the mutual inﬂuence between one evaluation perspective and the other. Through using DEMATEL to analyze causal relationships among performance indices, the cause factors and effect factors, the central factors of evaluation indices are discovered as a reference of improvement to relevant decision makers. Herewith the essential analysis results and discussions of DEMATEL, ANP, and VIKOR are elaborated as below.5.1. Using DEMATEL to analyze the causal relation of perspectivesVia the result of DEMATEL causality analysis, it could be seen that ‘‘Internal process perspective (P)’’ contains feedback relation. In other words, the inner process affects itself. In consequence, the inner processes of extension education centers should be reviewed regularly and used for adjusting or improving their organizations according to their ﬂaws so that they would be able to strive for perfection and move on to a higher level. Besides this, among all perspectives, ‘‘Internal process perspective (P)’’ is the most important one. It indicates that in the practical operation of extension education, internal procedure is the core value of an organization’s operation. Therefore, if it could be improved and adjusted continually, the upgrading of an organization’s entire performance might be able to be beneﬁted. ‘‘Learning and growth (L)’’ is found the most important inﬂuential factor of extension education as well as it also affects other perspectives such as ‘‘Financial perspective (F)’’, ‘‘Customer perspective (C)’’, and ‘‘Learning and growth perspective (L)’’. Therefore, extension education centers and universities should encourage their staff positively to enhance their learning and growth. A performance reward system facilitates staff to construct an explicit target of work as well as further raising the satisfaction, increasing centripetal force and continuation of employees so that employees will focus on contributing more to work to advance the other three perspectives. Apart from these, the analysis result also reveals ‘‘Financial perspective (F)’’could be affected by the other three perspectives. As a result, in order to increase the business achievement of extension education centers, the requirement of three other BSC perspectives must be satisﬁed ﬁrst. Nevertheless, comparing it to the real practice of extension education, this perspective actually has its ﬂaws and some spaces to be improved. In a signiﬁcant conference of operating policy of extension education in universities, the common problems were pointed out (Minstry of Education, 2004). These problems are the administrative position (ﬁrst level unit or afﬁliated unit) and value of extension education centers in universities’ systems; the insufﬁcient number of full-time people, the employees’ professional background, knowledge to this ﬁeld and capabilities of extension education staffs being apparently inadequate; the training of extension education staffs not being enhanced and so forth. In consequence, extension education units of all universities can think of how to make their improvement actively and raising organizations’ operations using the result of causeand-effect relationships among the performance indices can as a road map for strategy development.5.2. Utilizing ANP to analyze the relative weights of each performance index‘‘After-sales service’’, ‘‘Turnover volume’’, ‘‘Net income’’, ‘‘Setting up the major programs’’, and ‘‘Customer satisfaction’’ are considered to be top ﬁve key evaluation indices by ANP. Theanalysis result shows that extension education unit is the proﬁt center of each university therefore apart from making a proﬁt as their orientation, the following elements should be valued as wellsuch as service procedure, key design of programs and the satisfaction of students in order to raising and growing operating performance more.5.3. Using VIKOR to evaluate performance and ranking According to the comprehensive performance evaluation done by the VIKOR method, the performance of B University extension education center is better than A University and C University. Comparing the result to the practice, as a matter of fact, B university extension education center is indeed the most popular and its operating performance is the best in Taoyuan area. As a result, its performance of each performance index is superior to the other two universities. However, A University did not pay much attention to extension education and it started the business later than others thus the following indices are needed to be enha

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5. Diskusi dan pelajaran
Singkatnya, penelitian ini menggunakan MCDM mendahului evaluasi kinerja pusat pendidikan ekstensi universitas berbeda dari metode yang diadopsi oleh penelitian yang relevan sebelumnya seperti analisis statistik, DEA, rasio finansial, dll Penelitian ini tidak hanya menggunakan ANP ke fi mencari tahu kepentingan relatif antara perspektif evaluasi dan indeks tetapi juga bertujuan untuk membahas struktur evaluasi yang saling pengaruh antara satu perspektif evaluasi dan lainnya. Melalui menggunakan DEMATEL untuk menganalisis hubungan kausal antara indeks kinerja, faktor penyebab dan faktor efek, faktor utama indeks evaluasi ditemukan sebagai acuan perbaikan untuk pengambil keputusan yang relevan. Dengan ini hasil analisis penting dan diskusi dari DEMATEL, ANP, dan Vikor diuraikan sebagai berikut.
5.1. Menggunakan DEMATEL untuk menganalisis hubungan kausal dari perspektif
Via hasil analisis DEMATEL kausalitas, dapat dilihat bahwa '' perspektif proses internal (P) '' berisi umpan balik hubungan. Dengan kata lain, proses batin mempengaruhi dirinya. Karena itu, proses batin pusat pendidikan ekstensi harus ditinjau secara teratur dan digunakan untuk menyesuaikan atau memperbaiki organisasi mereka sesuai dengan aws fl mereka sehingga mereka akan mampu berusaha untuk kesempurnaan dan beralih ke tingkat yang lebih tinggi. Selain itu, di antara semua perspektif, '' perspektif proses internal (P) '' adalah salah satu yang paling penting. Hal ini menunjukkan bahwa dalam operasi praktis pendidikan ekstensi, prosedur internal nilai inti dari operasi organisasi. Oleh karena itu, jika bisa ditingkatkan dan disesuaikan terus, peningkatan dari seluruh kinerja organisasi mungkin bisa menjadi diuntungkan. '' Belajar dan pertumbuhan (L) '' ditemukan paling penting dalam berpengaruh faktor pendidikan ekstensi serta juga mempengaruhi perspektif lain seperti '' perspektif Keuangan (F) '', '' perspektif pelanggan (C) '', dan '' Belajar dan pertumbuhan perspektif (L) ''. Oleh karena itu, pusat-pusat pendidikan ekstensi dan universitas harus mendorong staf mereka positif untuk meningkatkan pembelajaran dan pertumbuhan mereka. Sebuah sistem kinerja reward memfasilitasi staf untuk membangun target eksplisit kerja serta lebih meningkatkan kepuasan, meningkatkan gaya sentripetal dan kelanjutan dari karyawan sehingga karyawan akan fokus pada kontribusi lebih untuk bekerja untuk memajukan tiga perspektif lainnya. Selain ini, hasil analisis juga mengungkapkan '' perspektif Keuangan (F) '' dapat dipengaruhi oleh tiga perspektif lainnya. Akibatnya, dalam rangka meningkatkan pencapaian bisnis pusat pendidikan ekstensi, kebutuhan tiga perspektif lainnya BSC harus puas pertama. Namun demikian, membandingkannya dengan praktik nyata pendidikan ekstensi, perspektif ini sebenarnya memiliki aws fl dan beberapa ruang untuk ditingkatkan. Dalam konferensi yang signifikan dari operasi kebijakan pendidikan ekstensi di universitas, masalah umum yang menunjukkan (Minstry Pendidikan, 2004). Masalah-masalah ini adalah posisi administrasi (tingkat pertama fi satuan atau af fi liated Unit) dan nilai dari pusat pendidikan ekstensi di sistem universitas '; jumlah tidak memadai penuh waktu orang, latar belakang profesional karyawan, pengetahuan untuk fi ini lapangan dan kemampuan tenaga pendidikan ekstensi yang ternyata tidak memadai; pelatihan staf pendidikan ekstensi tidak sedang ditingkatkan dan sebagainya. Karena itu, satuan pendidikan perpanjangan semua universitas bisa memikirkan bagaimana membuat perbaikan mereka secara aktif dan meningkatkan operasi organisasi 'menggunakan hasil dari hubungan causeand-efek antara indeks kinerja dapat sebagai peta jalan untuk pengembangan strategi.
5.2. Memanfaatkan ANP untuk menganalisis bobot relatif masing-masing indeks kinerja
'' Setelah layanan purna jual '', '' Volume Turnover '', '' Laba bersih '', '' Menyiapkan program utama '', dan '' Kepuasan pelanggan ' 'dianggap atas lima indeks evaluasi kunci dengan ANP. The
Hasil analisis menunjukkan bahwa satuan pendidikan ekstensi adalah pro pusat fi t dari masing-masing universitas karena selain membuat pro fi t sebagai orientasi mereka, unsur-unsur berikut harus dihargai serta
seperti prosedur pelayanan, desain utama dari program dan kepuasan siswa untuk meningkatkan dan tumbuh kinerja operasi yang lebih.
5.3. Menggunakan Vikor untuk mengevaluasi kinerja dan peringkat
Menurut evaluasi kinerja komprehensif dilakukan dengan metode Vikor, kinerja pusat pendidikan ekstensi B Universitas lebih baik dari A Universitas dan C University. Membandingkan hasil untuk praktek, sebagai Sebenarnya, B pusat pendidikan ekstensi universitas memang paling populer dan kinerja operasi adalah yang terbaik di daerah Taoyuan. Akibatnya, kinerja dari masing-masing indeks kinerja lebih unggul dengan dua universitas lainnya. Namun, A Universitas tidak membayar banyak perhatian untuk pendidikan ekstensi dan memulai bisnis kemudian daripada yang lain sehingga indeks berikut ini perlu enha

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