The compromise solution obtained by

The compromise solution obtained by VIKOR can be accepted by the decision makers because it provides a maximum ‘‘group utility’’ of the ‘‘majority’’ (with measure S, representing ‘‘concordance’’), and a minimum individual regret of an ‘‘opponent’’ (with measure R, representing ‘‘discordance’’). The compromise solutions can be the basis for negotiations, by involving the criteria weights of the decision makers’ preference.

4. Empirical analysis
In accordance with the proposed performance evaluation model shown in Fig. 1, this study conducts an empirical analysis by taking three extension education centers of universities as examples. The background information of experts consulted as well as the results of all the processes of analyses and evaluation is elaborated as follows.
4.1. Background information of experts
Since the selection of performance evaluation indices are processed by the way of professional questionnaires and the extension education market is mainly based on local regions, experts located at Taoyuan County in Taiwan who possess professional knowledge of extension education and are wellexperienced in this ﬁeld are our major interviewed subjects. The background soft he experts solicited for opinion sare divided into the academic ﬁeld, industry ﬁeld and government units hopefully to achieve fair and neutral research from different angles. The background information of experts of this research is presented in Table 2. There are 10 experts participating in the surveys of this research. Most of the experts have more than 5 years of related working experience and all the experts from academic ﬁeld have been chairs/directors of extension education center in universities.

4.2. Establishing performance evaluation indices of extension education
On the basis of the collected professional questionnaires containing performance indices of extension education synthesized from related literatures as presented in Table 1, the performance indices under each BSC perspective which are important and their average credits (scoring by each expert on a scale of 1–10) are in the top four are preserved (see Appendix A). Sixteen indices are selected from 35 evaluation indices of 4 perspectives. Because these relevant evaluation indices (i.e., KPIs) are summarized on the basis of associated work and consulted by experienced experts, it can have relatively high content validity and face validity.
4.3. Analyzing and evaluating causality of perspectives with DEMATEL
4.3.1. Establishment of total inﬂuence of BSC perspective Industry-Government-Academia experts and scholars who have practical experience of extension education have been consulted (as shown in Table 2) and conduct mutual direct inﬂuence evaluation aiming at each evaluation perspective. Evaluation criteria are divided to ﬁve degrees and numbers from 0 to 4 represent different inﬂuential extents. Then, DEMATEL is used to derive a total-relation matrix of four evaluation perspectives of BSC for unraveling causal relationships among indices and the related steps are shown as below:

4. Empirical analysis
In accordance with the proposed performance evaluation model shown in Fig. 1, this study conducts an empirical analysis by taking three extension education centers of universities as examples. The background information of experts consulted as well as the results of all the processes of analyses and evaluation is elaborated as follows.
4.1. Background information of experts
Since the selection of performance evaluation indices are processed by the way of professional questionnaires and the extension education market is mainly based on local regions, experts located at Taoyuan County in Taiwan who possess professional knowledge of extension education and are wellexperienced in this ﬁeld are our major interviewed subjects. The background soft he experts solicited for opinion sare divided into the academic ﬁeld, industry ﬁeld and government units hopefully to achieve fair and neutral research from different angles. The background information of experts of this research is presented in Table 2. There are 10 experts participating in the surveys of this research. Most of the experts have more than 5 years of related working experience and all the experts from academic ﬁeld have been chairs/directors of extension education center in universities.

4.2. Establishing performance evaluation indices of extension education
On the basis of the collected professional questionnaires containing performance indices of extension education synthesized from related literatures as presented in Table 1, the performance indices under each BSC perspective which are important and their average credits (scoring by each expert on a scale of 1–10) are in the top four are preserved (see Appendix A). Sixteen indices are selected from 35 evaluation indices of 4 perspectives. Because these relevant evaluation indices (i.e., KPIs) are summarized on the basis of associated work and consulted by experienced experts, it can have relatively high content validity and face validity.
4.3. Analyzing and evaluating causality of perspectives with DEMATEL
4.3.1. Establishment of total inﬂuence of BSC perspective Industry-Government-Academia experts and scholars who have practical experience of extension education have been consulted (as shown in Table 2) and conduct mutual direct inﬂuence evaluation aiming at each evaluation perspective. Evaluation criteria are divided to ﬁve degrees and numbers from 0 to 4 represent different inﬂuential extents. Then, DEMATEL is used to derive a total-relation matrix of four evaluation perspectives of BSC for unraveling causal relationships among indices and the related steps are shown as below:

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The compromise solution obtained by VIKOR can be accepted by the decision makers because it provides a maximum ‘‘group utility’’ of the ‘‘majority’’ (with measure S, representing ‘‘concordance’’), and a minimum individual regret of an ‘‘opponent’’ (with measure R, representing ‘‘discordance’’). The compromise solutions can be the basis for negotiations, by involving the criteria weights of the decision makers’ preference.4. Empirical analysisIn accordance with the proposed performance evaluation model shown in Fig. 1, this study conducts an empirical analysis by taking three extension education centers of universities as examples. The background information of experts consulted as well as the results of all the processes of analyses and evaluation is elaborated as follows.4.1. Background information of expertsSince the selection of performance evaluation indices are processed by the way of professional questionnaires and the extension education market is mainly based on local regions, experts located at Taoyuan County in Taiwan who possess professional knowledge of extension education and are wellexperienced in this ﬁeld are our major interviewed subjects. The background soft he experts solicited for opinion sare divided into the academic ﬁeld, industry ﬁeld and government units hopefully to achieve fair and neutral research from different angles. The background information of experts of this research is presented in Table 2. There are 10 experts participating in the surveys of this research. Most of the experts have more than 5 years of related working experience and all the experts from academic ﬁeld have been chairs/directors of extension education center in universities.4.2. Establishing performance evaluation indices of extension educationOn the basis of the collected professional questionnaires containing performance indices of extension education synthesized from related literatures as presented in Table 1, the performance indices under each BSC perspective which are important and their average credits (scoring by each expert on a scale of 1–10) are in the top four are preserved (see Appendix A). Sixteen indices are selected from 35 evaluation indices of 4 perspectives. Because these relevant evaluation indices (i.e., KPIs) are summarized on the basis of associated work and consulted by experienced experts, it can have relatively high content validity and face validity.4.3. Analyzing and evaluating causality of perspectives with DEMATEL4.3.1. Establishment of total inﬂuence of BSC perspective Industry-Government-Academia experts and scholars who have practical experience of extension education have been consulted (as shown in Table 2) and conduct mutual direct inﬂuence evaluation aiming at each evaluation perspective. Evaluation criteria are divided to ﬁve degrees and numbers from 0 to 4 represent different inﬂuential extents. Then, DEMATEL is used to derive a total-relation matrix of four evaluation perspectives of BSC for unraveling causal relationships among indices and the related steps are shown as below:

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Solusi kompromi yang diperoleh Vikor dapat diterima oleh pengambil keputusan karena memberikan maksimum '' kelompok utilitas '' dari '' sebagian '' (dengan ukuran S, mewakili '' konkordansi ''), dan penyesalan minimum individu sebuah '' lawan '' (dengan ukuran R, yang mewakili '' kejanggalan ''). Solusi kompromi dapat menjadi dasar untuk negosiasi, dengan melibatkan bobot kriteria preferensi pengambil keputusan '. 4. Analisis empiris Sesuai dengan kinerja model evaluasi yang diusulkan ditunjukkan pada Gambar. 1, penelitian ini melakukan analisis empiris dengan mengambil tiga pusat pendidikan ekstensi universitas sebagai contoh. Informasi latar belakang dari para ahli berkonsultasi serta hasil dari semua proses analisis dan evaluasi diuraikan sebagai berikut. 4.1. Informasi latar belakang ahli Sejak pemilihan evaluasi indeks kinerja diproses dengan cara kuesioner profesional dan pasar pendidikan ekstensi terutama didasarkan pada daerah setempat, ahli terletak di Taoyuan County di Taiwan yang memiliki pengetahuan profesional pendidikan penyuluhan dan wellexperienced dalam lapangan adalah subyek utama kami diwawancarai. Latar belakang lembut ia ahli diminta untuk sare opini dibagi ke dalam akademik lapangan, industri lapangan dan unit pemerintah diharapkan untuk mencapai penelitian yang adil dan netral dari sudut yang berbeda. Informasi latar belakang dari para ahli dari penelitian ini disajikan pada Tabel 2. Ada 10 ahli yang berpartisipasi dalam survei penelitian ini. Sebagian besar ahli memiliki lebih dari 5 tahun pengalaman kerja terkait dan semua ahli dari akademisi lapangan telah kursi / direksi pusat pendidikan ekstensi di universitas. 4.2. Membangun indeks evaluasi kinerja pendidikan ekstensi Atas dasar kuesioner profesional yang dikumpulkan mengandung indeks kinerja pendidikan ekstensi disintesis dari literatur terkait seperti disajikan pada Tabel 1, indeks kinerja di bawah masing-masing perspektif BSC yang penting dan kredit rata-rata mereka (scoring oleh masing-masing ahli pada skala 1-10) berada di atas empat yang diawetkan (lihat Lampiran A). Enam belas indeks dipilih dari 35 indeks evaluasi 4 perspektif. Karena ini indeks evaluasi yang relevan (yaitu, KPI) dirangkum atas dasar kerja terkait dan berkonsultasi dengan tenaga ahli yang berpengalaman, dapat memiliki validitas isi yang relatif tinggi dan validitas wajah. 4.3. Menganalisis dan mengevaluasi kausalitas dari perspektif dengan DEMATEL 4.3.1. Pembentukan total dalam memengaruhi perspektif BSC Industri Pemerintah-Academia-ahli dan sarjana yang memiliki pengalaman praktis pendidikan ekstensi telah berkonsultasi (seperti yang ditunjukkan pada Tabel 2) dan melakukan saling langsung dalam evaluasi memengaruhi bertujuan masing-masing perspektif evaluasi. Kriteria evaluasi dibagi untuk lima derajat dan angka dari 0 sampai 4 mewakili berbeda dalam luasan berpengaruh fl. Kemudian, DEMATEL digunakan untuk menurunkan total-hubungan matriks empat perspektif evaluasi BSC untuk mengungkap hubungan kausal antara indeks dan langkah-langkah terkait ditunjukkan seperti di bawah ini:

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