以二階段法探討會議流模式對高等教育軟實力培養之影響

簡易檢索 / 詳目顯示

回結果列表

研究生：	葉鎧 Kai Ye
論文名稱：	以二階段法探討會議流模式對高等教育軟實力培養之影響 Investigation of the Relationship BetweenMeetings-Flow Approach and the Acquisitionof Soft Skills in Higher Education: A Two-Stage Approach
指導教授：	陳仲儼 Chung-Yang Chen
口試委員:
學位類別：	碩士 Master
系所名稱：	管理學院 - 資訊管理學系 Department of Information Management
畢業學年度：	100
語文別：	中文
論文頁數：	88
中文關鍵詞：	會議流模式、教學輔助工具、軟實力、高等教育、個案研究、二階段法
外文關鍵詞：	Meetings-Flow Approach, Teaching Aid, Soft Skills, Higher Education, Case Study, Two-Stage Approach
相關次數：	點閱：8 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

在目前科技產業如此蓬勃的環境下，許多企業的管理者為了資訊人員能有更好的工作效率，開始強調一名IT (Information Technology, IT) 人員若僅具備良好的專業技術能力 (如：程式撰寫經驗、資料庫維護…等) ，已非唯一影響IT人員工作效率及品質的重要因素。而許多管理者也提出目前的員工普遍缺乏溝通、團隊、組織…等，人與人互動能力之不足。而這些非技術性能力，有學者稱之為軟實力 (Soft Skills) 亦即能夠輔助本身技術能力的表現，使工作更加有效率之能力。而高等教育為了呼應目前業界對於員工技能的需求，除既有專業技術能力之訓練外，也開始利用各種方式 (如：改變課程設計、運用教學輔助工具…等) 來培養學生軟實力。
因此，本研究根據有學者曾提出之會議流模式，將其運作於課程中作為教學輔助工具，並探討會議流模式對學生軟實力培養之影響。本研究分為兩個階段：第一階段，透過質性研究訪談之方法了解學生對於使用會議流模式後的內心感受及探討運作期間學生的行為模式。第二階段，透過改良目前已存在之會議流模式系統雛型，藉由第一階段研究之結果及學生在操作會議流系統雛型之建議，將目前會議流模式系統雛型改良為能加強培養學生軟實力之教學工具，再透過科技接受模式驗證該系統。最後，本研究針對現有會議流模式之運用與研究限制進行討論，並提出未來研究的可能方向。

Nowadays, in the information technology industry field, many managers have noticed that promoting IT staffs quality and make efficiency of work should not only focus on ─hard skills∥. They found that most of the employees are short of the abilities of communication, teamwork, organization and so on. Some scholars termed these abilities ─soft skills∥. Soft skills can support the performance of hard skills and make the work more efficient. For responding to the needs of the information technology industry, higher education not only trains students’ hard skills, but also cultivates soft skills by many ways.
Therefore, in order to cultivate student’s soft skills, this study will use meetings-flow approach (MFA) as a teaching aid to investigate the relationship between MFA and acquisition of soft skills in higher education. This study use two-stage approach as the research strategy. At the first stage, this study will use in-depth interview of qualitative research to understand student’s experience and the cause of their behavior after they used MFA. At the second stage, this research uses the result and the feedback from the first stage to improve the meetings-flow approach system. Through these improvements, the MFA system can much more meet the needs of enhancing user’s soft skills.

目錄
中文摘要 ................................................................................................................................ i
Abstract ................................................................................................................................. ii
目錄 ...................................................................................................................................... iv
圖目錄 ................................................................................................................................... v
表目錄 .................................................................................................................................. vi
第一章、 緒論................................................................................................................ 1
1 研究背景 ........................................................................................................... 1
2 研究動機與問題 ............................................................................................... 2
3 研究目的與重要性 ........................................................................................... 3
4 研究範圍與方法 ............................................................................................... 4
5 研究限制 ........................................................................................................... 4
6 論文架構 ........................................................................................................... 5
第二章、 文獻探討 ........................................................................................................ 6
1 高等資訊教育 ................................................................................................... 6
1.1 資訊教育的趨勢與議題 ............................................................................. 7
2軟實力的培育 .......................................................................................................... 7
2.1 溝通 ............................................................................................................ 9
2.2 領導 .......................................................................................................... 10
2.3 團隊工作 .................................................................................................. 13
2.4 規劃能力 .................................................................................................. 15
3 會議流模式 ..................................................................................................... 16
3.1 會議流概念 .............................................................................................. 16
3.2 建置會議流 .............................................................................................. 18
第三章、 研究方法 ...................................................................................................... 21
1 研究方法之選擇 ............................................................................................. 21
1.1 個案研究法 .............................................................................................. 23
1.2 質性研究 .................................................................................................. 26
2 研究者概述 ..................................................................................................... 28
3 研究工具 ......................................................................................................... 29
3.1 研究參與者 .............................................................................................. 31
4 資料蒐集方法 ................................................................................................. 32
5資料分析方法及程序 ............................................................................................ 34
5.1 開放編碼 (Open Coding) ......................................................................... 34
5.2 主軸編碼 (Axial Coding) ......................................................................... 35
6 研究嚴謹度 ..................................................................................................... 36
第四章、 研究個案描述 .............................................................................................. 38
二階段法探討會議流模式對軟實力培養之影響
iv
1 個案描述 ......................................................................................................... 38
2 個案成員與訪談設計...................................................................................... 38
3 學生團隊介紹 ................................................................................................. 40
4 研究流程 ......................................................................................................... 40
第五章、 系統展示 ...................................................................................................... 43
1 系統需求來源 ................................................................................................. 43
2 運作會議流模式之流程 .................................................................................. 43
3 系統功能展示 ............................................................................................... 44
3.1 建置會議流模式 ...................................................................................... 45
3.2 運作會議流模式..................................................................................... 49
3.3 附加功能 ................................................................................................ 51
第六章、 分析與討論 .................................................................................................. 53
1 會議流模式之訪談分析結果 .......................................................................... 53
1.1 溝通 .......................................................................................................... 53
1.2 領導能力 .................................................................................................. 56
1.3 團隊工作 .................................................................................................. 58
1.4 規劃能力 .................................................................................................. 59
2 教師及助教觀點分析...................................................................................... 60
2.1 授課教師訪談內容分析 ........................................................................... 61
2.2 課程助教訪談內容分析 ........................................................................... 63
3 系統化會議流模式之訪談分析 ...................................................................... 63
3.1 認知有用性(Perceived usefulness) ........................................................... 64
3.2 認知易用性(Perceived ease of use) ........................................................... 65
3.3 系統訪談彙整 .......................................................................................... 66
第七章、 研究結論 ...................................................................................................... 67
1 研究結論與貢獻 ............................................................................................. 67
2 研究限制 ......................................................................................................... 68
3 未來方向 ......................................................................................................... 69
參考文獻 ............................................................................................................................. 70
附錄 本研究使用之表單 .................................................................................................... 75

                                

參考文獻
中文部分
1. 蔡培村, 武文瑛 (2004). 領導學: 理論、實務與研究，麗文文化事業股份有限公司.
2. 李茂興, (2004). 組織行為管理學，弘智文化事業有限公司.
3. 謝文全, (1988). 教育行政：理論與實務，台北：文景。
4. 徐木蘭, (1994). 行為與科學管理，台北：三民書局。
5. 高子梅譯, R. Ludlow & F. Panton著, (1996). 有效溝通，台北：桂冠。
6. 王大燧, (民69). 教育人員領導學，台北：中正。
7. 龔帄邦, (民72). 行為科學概論，台北：三民。
8. 劉孟華, (2010). 專案管理聖經，臉譜出版。
9. 鄭文彬譯, Lewis, J. P. 著 (2005). 專案管理三部曲: 成功專案規劃,排程與控制，麥格羅希爾發行。
10. 何霖, Heldman, K. 著 (2008). PMP專案管理認證指南: 第四版，碁峰資訊。
11. 教育部, (1998). 邁向學習社會，台北：教育部。
12. 葉至誠, (2002). 高等教育發展的策略與願景，揚智文化。
13. 陳柏璋, (1995). 師範院校通識教育課程架構之研究，教育部專案研究報告。
14. 周祝瑛, (1998). 海峽兩岸教育比較研究，台北：師大書苑。
15. 鄭瑞城, (1998). 國立政治大學傳播學院前段不分系及學程規劃案成果報告，教育部專案研究報告。
16. 詹宏志, (1998). 創意人—創意思考的自我訓練，台北：臉譜文化。
17. 張光正, (1997). 理念治校與全人教育之大學新典範：省思、建構與分享大學校長遴選與治校風格研討會。
18. 郭泰, (2000). 新企劃力—創造思考解決問題的六大能力，台北：遠流。
19. 簡素琤譯, Adams, J. L.著, (1996). 創意人的思考，台北：遠流。
20. 潘淑滿, (2003) 。質性研究：理論與應用，台灣：心理出版社。
21. 林佩璇, (2000) 。個案研究及其在教育研究上的應用。質的研究方法，高雄：麗文文化公司。
22. 社會工作辭典, (2000) ，台北市內政部社區發展雜誌社。
23. 尚榮安, (2001). 個案研究法，弘智文化事業有限公司。
24. 吳芝儀, 廖梅花譯, Corbin, J. M. and A. L. Strauss 著 (2001). 質性研究入門: 紮根理論研究方法，濤石文化事業有限公司。
25. 彭懷真, (民86)，領導有策略，台北：希代。
英文部分
1. Babbie, E. R. C. (1998). The Practice of Social Research. Belmont, CA: Wadsworth Pub Co.
2. Bailey, J. & Mitchell, R. B., (2012) "INDUSTRY PERCEPTIONS OF THE COMPETENCIES NEEDED BY COMPUTER PROGRAMMERS: TECHNICAL, BUSINESS, AND SOFT SKILLS." The Journal of Computer Information Systems. International Association for Computer Information Systems. 2006. Retrieved May 23, 2012.
3. Bannon, Liam J., (1993). ─CSCW: AN INITIAL EXPLORATION,∥ Scandinavian Journal of InformationSystems, Vol. 5, pp. 3-24.
4. Bennett, N., Dunne E. & Carre C. (1999). Patterns of core and generic skill provision in higher education. Higher Education, Volume 37, Number 1 , pp. 71-93(23).
5. Berlo, D. K. (1960). The process of communication:an introduction to theory and practice. New York : Holt,Rinehart and Winston.
6. Berg, B. (1998). Qualitative Research Methods for the social sciences (Third edition).Boston, Massachusetts: Allyn and Bacon.
7. Bogdan, R. C., & Biklen, S. K., (2006). Qualitative Research for Education: An Introduction to Theory and Methods 5th.
8. Bolton, E. B., (1986) About IFAS Leadership Development: Giving and Receiving.
9. Boud, D. (1990). ASSESSMENT AND THE PROMOTION OF ACADEMIC VALUES. Studies in Higher Education 15(1): 101-111.
10. Brilhart, J. K., (1978). Effective Group Discussion, 3rd ed., Wm. C. Brown, Dubuque, Iowa.
11. Chen, C. Y. (2009). A meetings flow approach for conducting student final-year projects. J. Comput. Small Coll. 24(June 2009): 28-34.
12. Chen, C. Y. (2011). Managing projects from a client perspective: The concept of the meetings-flow approach. International Journal of Project Management 29(6): 671-686.
13. Chen, C. Y., Chao, K. H., Chen, P. C., (2007). A Preliminary study of meeting flow management for software project development: the prototype (MfPMIS). Industrial Engineering and Engineering Management, 2007 IEEE International Conference on, Industrial Engineering and Engineering Management, 2007 IEEE International Conference on. no: 1009-1013.
14. Chen, C. Y. and Chong, P. P. (2011). Software engineering education: A study on conducting collaborative senior project development. Journal of Systems and Software 84(3): 479-491.
15. Chen, C. Y. and Teng, K. C. (2011). The design and development of a computerized tool support for conducting senior projects in software engineering education. Computers & Education 56(3): 802-817.
16. Corbin, J. M. and A. L. Strauss (2008). Basics of qualitative research: techniques and procedures for developing grounded theory, Sage Publications, Inc.
17. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
18. Debbie Beard, Dana Schwieger, and Ken Surendran. (2007). Incorporating soft skills into accounting and MIS curricula. In Proceedings of the 2007 ACM SIGMIS CPR conference on Computer personnel research: The global information technology workforce (SIGMIS CPR ''07). ACM, New York, NY, USA, 179-185.
19. Denhartdt, R. B. (1993). The Pursuit of Significance: Strategies for Managerial Success in Public Orgnizations. Nelmont. CA: Wadsworth Publishing Company.
20. DeVito, J. A., (1978). Communicology. New York：Harper & Row.
21. DfEE [Department for Education and Employment]. (2000). Skills for All: Research Report from the National Skills Task Force. Sudbury: DfEE.
22. Downing, Craig G. (2012). Essential non-technical skills for teaming. Journal of Engineering Education.American Society for Engineering Education. 2001. Retrieved May 23, 2012 .
23. Durrani, M. (2001). Students must turn to soft skills. Physics World 14(10): 40-40.
24. Feagin, J. R., A. M. Orum, Sjoberg, G., (1991). A Case for the Case Study, University of North Carolina Press.
25. Fontana, A., & Frey, J. H. (1998). Interviewing: The art of science. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 462). Thousand Oaks: SAGE.
26. Fornaro, R. J., Heil, M.R., Tharp, A.L., (2007). Reflections on 10 years of sponsored senior design projects: students win – clients win. Journal of Systems and Software 80 (8), 1209-1216.
27. Fraser, S. (2001). Graduate attributes and generic skills at Macquarie. And Gladly Teche, 1, 1–4.
28. Fussell, S. R., Kraut, R. E., Lerch, F. J., Scherlis, W. L., McNally, M. M., Cadiz, J. J., (1998). Coordination, overload and team performance: effects of team communication strategies. Proceedings of the 1998 ACM conference on Computer supported cooperative work. Seattle, Washington, United States, ACM: 275-284.
29. Gallivan, M. J., Truex III, D. P., Kvasny, L., (2004). Changing patterns in IT skill sets 1988-2003: a content analysis of classified advertising. SIGMIS Database 35(3): 64-87.
30. Glaser, B. G. and A. L. Strauss (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine de Gruyter.
31. Grugulis, I. and Vincent, S. (2009). Whose skill is it anyway ? soft skills and polarization. Work, employment & society., 23 (4). pp. 597-615.
32. Guba, E. G. (1990). The Paradigm Dialog, Sage Publications. London.
33. Heldman, K. (2002). PMP: Project Management Professional : Study Guide, Sybex.
34. Hirst, G. and L. Mann (2004). A model of R&D leadership and team communication: the relationship with project performance. R&D Management 34(2): 147-160.
35. Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research and practices (6th ed.). New York, NY: MacGraw-Hill.
36. Ingham, M., and Mothe, C., How to Learn in RandD Partnerships?. R&D Management, 28(4), 249-261, 1998.
37. James, R. F., & James, M. L. (2004, December). Teaching career and technical skills in a ─mini∥ business world. Business Education Forum, 59(2), 39-41.
38. Janda, K. F. (1960). Towards the explication of concept of leadership in terms of the concept of power. Human Relations, 13, pp. 345-363.
39. Johansen, R. (1988). , Groupware: Computer Support for Business Teams. The Free Press, N.Y. .
40. Joseph, D., S. Ang, Roger, H. L. Chang and Sandra A. S. (2010). Practical Intelligence in IT: Assessing Soft Skills of IT Professionals. Communications of the Acm 53(2): 149-154.
41. Kember, D., Leung, D., & Rosa, M. (2007). Characterizing learning environments of nurturing generic capabilities in higher education. Research in Higher Education, 48, 609–632.
42. Khoo, L. M. S., D. Maor, Schibeci, R., (2011). The engineering Eportfolio: Enhancing communication, critical thinking and problem solving and team work skills? World Academy of Science, Engineering and Technology 77: 1027-1032.
43. Kim, J., M. Erdem, J. Byun, H. Jeong, (2011). Training soft skills via e-learning: international chain hotels. International Journal of Contemporary Hospitality Management 23(6-7): 739-763.
44. Kitchen, P. J., Kim, I., & Schultz, D. E. (2008). Integrated Marketing Communications: Practice Leads Theory. Journal of Advertising Research,48(4), 531.
45. Kornecki, A.J., Hirmanpour, I., Towhidnajad, M., Boyd, R., Ghiorzi, T., Margolis, L., (1997). Strengthening software engineering education through academic industry collaboration. In: Proceedings of the 10th Conference on Software Engineering Education and Training.
46. Kouzes, J. M. and B. Z. Posner (2002). The Leadership Challenge, John Wiley & Sons.
47. Lasswell, H. D., (1948) The Structure and Function of Communication in Society, In L. Bryson, ed., The communication of ideas, N.Y.: Harper and Bros.
48. Leigh, J. (2002) , Organizing and Participating in Meetings, Oxford University Press, pp:44.
49. Lewis, J. P. (2007). Mastering Project Management: Applying Advanced Concepts to Systems Thinking, Control & Evaluation, Resource Allocation, McGraw-Hill.
50. Lewis, P. V.(1975).Organizational Communication: The Essence of Effective Management, Columbus, OH.: Grid.
51. Mead, N.R., (2009). Software engineering education: how far we’ve come and how far we have to go. Journal of Systems and Software 82 (4), 571-575.
52. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from Case Study Research in Education.
53. Mitchell, G. W. and A. University (2008). Essential Soft Skills for Success in the Twenty-first Century Workforce as Perceived by Alabama Business/marketing Educators, Auburn University.
54. Morris, M. G., & Dillon, A. (1997). How user perceptions influence software use. IEEE Software., 14(4), 58-65.
55. Neuman, W. L. (1997). Social Research Methods: Qualitative and Quantitative Apporaoches. Boston: Allyn and Bacon.
56. Norback, J. S., E. M. Leeds, Kulkarni, K., (2010). Integrating an Executive Panel on Communication info an Engineering Curriculum. IEEE Transactions on Professional Communication 53(4): 412-422.
57. Paretti, M. C. and U. D. McNair (2008). Introduction to the special issue on communication in engineering curricula: Mapping the landscape. IEEE Transactions on Professional Communication 51(3): 238-241.
58. Potter, D. and Anderson, M. P., (1976) Discussion in Small Group: A Guide to Effective Practice, 3rd ed., Belmont, CA: Wadsworth Publishing Company, Inc.
59. Philippi, S. and H. J. Hill (2007). Communication support for systems engineering - process modelling and animation with APRIL. Journal of Systems and Software 80(8): 1305-1316.
60. Punch, M. (1998) Politics and Ethics in Qualitative Research. The landscape of qualitative research.
61. Reichlmayr, T.J., (2006). Collaborating with industry – strategies for an undergraduate software engineering program. In: Proceedings of the 2006 International Workshop on Summit on Software Engineering Education.
62. Scarnati, James T. (2001) On becoming a team player, Team Performance Management, Vol. 7 Iss: 1/2,pp.5 – 10.
63. Schweppe, M. and J. Geigel (2011). Live Theater on a Virtual Stage: Incorporating Soft Skills and Teamwork in Computer Graphics Education. IEEE Computer Graphics and Applications 31(1): 85-89.
64. Scott, W. and Mitchell, T., (1976) Organizational Theory: A Structural and behavioral analysis, New York: Irwin.
65. Scragg, G., Baldwin, D., Koomen, H., (1994). Computer science needs an insight-based curriculum. ACM SIGCSE Bulletin 26 (1), 150-154.
66. Seat, E., & Lord, S. M. (1999). Enabling effective engineering teams: A program for teaching interaction skills. Education, 88(October), 246-251.
67. Seat, E., Parsons, J. R., and Poppen, W. A. (2001). Enabling Engineering Performance Skills : A Program to Teach Communication , Leadership , and Teamwork. Journal of Engineering Education, 90(January), 7-12.
68. Shannon, C. and Weaver, W., (1949) The Mathematical Theory of Communication, Univ. of Illinois Press.
69. Shaw, M., (1981). Group Dynamics: The Psychology of Small Group Behavior, New York: McGraw-Hill.
70. Shuman, Larry J; Besterfield-Sacre, Mary; McGourty, Jack. (2005). The ABET "Professional Skills" - Can They Be Taught? Can They Be Assessed?.Journal of Engineering Education.
71. Simon, H. A., (1976). Administrative behavior. New York: The Free Press,
72. Tarricone, P. & Luca, J. (2002) Successful teamwork: A case study, in Quality Conversations, Proceedings of the 25th HERDSA Annual Conference, Perth, Western Australia, 7-10 July 2002: pp. 640.
73. Terry, G. R. (1978). The Variables of Leadership: Review and Conceptural Framework. The Academy of Management Review, 2 , pp. 232-240.
74. Tutty, M. L., Rothery , M., Grinnell R. M., & Austin, C. D., (1996). Qualitative Research for Social Workers. London: Allyn and Bacon.
75. U. S. ODEP [Office of Disability Employment Policy]. (2008). Essential Skills to Getting a Job: What Young People with Disabilities Need to Know, Work Ethic, Communication, & Problem-solving, Office of Disability Employment Policy, U.S. Department of Labor.
76. Webber, R. A. (1975). Management: Basic Elements of Managing Organizations. Richard D. : Irwin Inc.
77. Windahl, S., B. Signitzer, J. T. Olson, (2008). Using Communication Theory: An Introduction to Planned Communication, Sage.
78. Wohlin, C., orn Regnell, B., (1999). Strategies for industrial relevance in software engineering education. Journal of Systems and Software 49, 125-134.
79. Yin, R. K. (2009). Case Study Research: Design and Methods, Sage Publications.
80. Yukl, G. A. (1994). Leadership in Organizations. Englewood Cliffs, New Jersey: Prentice-Hall.

簡易檢索 / 詳目顯示

相關論文