111年度高等教育深耕計畫(附錄一)-提升高教公共性：完善就學協助機制

學習存摺單與重點摘要表範例：

111年度高等教育深耕計畫-工期有備

工其有備計畫-開課後，學術研究結果摘要

「跨領域職場實務」培訓課程對大學生校內工讀職能影響之探究-

以文藻外語大學為例

Involvement in " Cross-disciplinary Workplace Practice “ Training Curriculum and Its Effect on Competency for the Work-study of Students - Example of Wenzao Ursuline University of Languages

摘要

 就大學校園觀之，擔任工讀者為數可觀，可說大學校園是學生正式就業前最佳的職能發展場域，值得將校內工讀機會昇華為職能培育機制。本研究以文藻外語大學為例，針對校內擔任行政助理、教學助理之工讀學生，實施「工其有備」計畫，設計「跨領域職場實務」18小時之學分課程，協助學生於修讀後習得重要職能，並提供校內實務操作機會，以試驗職能之發展。研究方法為調查法，以自編之「工其有備計畫評量問卷」為研究工具，修課學生為研究對象，於課程前進行前測、課程結束後進行中測，並於校內職場操作實務一學期後進行後測。剔除棄修、未實際從事校內工讀之樣本後，單次調查之有效樣本為106份，三次共計318份。統計方法包括相依樣本單因子變異數相關分析、描述性統計等。研究結果為：（1）完成「跨領域職場實務」培訓課程、校內職場實作後，職能發展有顯著差異；（2）在「表達溝通」職能向度之溝通態度、衝突解決上，不同工作類型者有顯著差異；（3）在職能三向度發展上，不同學制者未達顯著差異；（4）在職能三向度發展上，不同工作經驗者未達顯著差異。本研究針對大學生校內工作職能培育機制、未來研究等提出建議。

關鍵字: 大學生、工讀、生涯、職能

As far as university campuses are concerned, the number of work-study students each year is considerable. It can be said that university campuses are the best place for students to develop their competency before they are formally employed, therefore and it is worthwhile to upgrade the work-study opportunities on campus into a competency cultivation mechanism. In this context, this study attempts to use take the example of Wenzao Ursuline University of Languages, as it implements the “Be Prepared to Perform": An Exploratory Case Study for work-study students who work as administrative assistants and teaching assistants on campus. By designing an 18-hour credit curriculum on "Cross-disciplinary Workplace Practice," to help students acquire important competencies after their study and to provide opportunities for practical work in the university as a means to test the development of their proficiency. The research method used was a survey method, using a self-edit “Be Prepared to Perform": An Exploratory Case Study Evaluation Questionnaire, as the research instrument. The first survey (pre-test) was conducted before the curriculum, the second survey (mid-test) was conducted after the curriculum was complete, and the third survey (post-test) was conducted after one semester of on-campus workplace practice. After excluding those who had abandoned their studies and who were not actually engaged in school work-study, the valid sample size of the single survey was 106, and the total number of samples for the three surveys was 318. Statistical methods included one-way analysis of variance, descriptive statistics. The results of the study were: (1) There was significant differences between the "Cross-disciplinary Workplace Practice" curriculum and the its development (2) there were significant differences in communication attitudes and conflict resolution in the “Expressive Communication” competency by the type of job; (3) there is no significant difference in the development of the three dimensions of function among those who have different academic systems. (4) There is no significant difference in the development of the three dimensions of functions among those with different working experiences. The research proposes suggestions for the work competency mechanism cultivating on campus of college students and future research.

Key words: College Students, Work-study, Career、Competency