科技部專題研究計畫主持人
MOST 107-2410-H-194-049-SS2
樂齡學習中心經營者核心能力與經營成效之研究
Directors\' Core Competencies and Performances of Active Aging Learning Centers in Taiwan
科技部
Ministry of Science and Technology
國立中正大學成人及繼續教育學系
National Chung Cheng University Adult and Contiuneing Education
李雅慧
Lee Ya-Hui
國立中正大學成人及繼續教育學系
National Chung Cheng University Adult and Contiuneing Education
查顯達
研究助理
0958768781
st4242066@gmail.com
計畫執行期間起:2018-08-01
計畫執行期間迄:2020-12-31
2018-08-01
2019-07-31
研究參與者包括經營者、高齡教育領域學者專家以及樂齡學習中心學員。經 營者以33所經營績效良好的樂齡學習中心為研究對象,每所訪談1名經營者,其 中一所訪談2名受訪者,共計34名受訪對象。
1
003
01,03,04
高齡教育、經營者、核心能力、經營成效、樂齡學習中心
older adult education, leadership, organization management, performances, Active Aging Learning Centers
教育部於2008年迄今已成立363所樂齡學習中心,為促進樂齡學習中 心的整體發展,經營者的核心能力與經營成效值得關注。本計畫為 兩年期之計畫,第一年計畫目的為:一、了解經營者的日常綜理的 事務及常使用的核心能力;二、建構樂齡學習中心經營者之核心能 力模式。第二年計畫目的包括:一、瞭解樂齡學習中心經營者的核 心能力表現;二、調查樂齡學習中心經營者與學習者對於經營績效 的知覺情形及其差異;三、瞭解樂齡學習中心經營者核心能力與經 營績效之關係與影響;四、根據研究結果提出樂齡學習中心經營者 培訓方案制訂之參考。首先,研究者採用一對一深度訪談的方式 ,研究對象分別取自於北區、中區、中南區與南區,分別隸屬於政 府單位、民間組織,以及學校所承辦之樂齡學習中心,總計34位經 營者。接著,研究者將訪談結果整理為德懷術問卷,邀請15位專家 學者進行三回合調查。最後,在針對學員的學習知覺問卷發放 2029份、未回收154份,共回收1875份問卷,而經營團隊版問卷發放 351份、未回收32份,回收共319份問卷。 由第一年研究結果發現1.經營者的日常工作與核心能力包括:組織規 劃、組織管理、溝通行為、領導能力、倡議能力、專業職能、個人 特質與態度等七大項。2.在經營者的核心能力共分為設定願景、管 理目標能力、評估需求之能力、資源連結能力、規劃培訓能力、執 行業務能力、設計課程能力、行銷能力、溝通能力、團隊領導能力 、終身學習能力、個人特質等12項構面。而次年之研究結果為1.樂 齡學習中心的經營能力表現以個人特質表現較佳,而在設計課程能 力、規劃培訓能力以及資源連結能力的表現則相對較低。2.在樂齡 學習中心的經營上,合適的狀況為學員的人數、新增的學員數量以 及講師數量適中。3.經營者的教育程度高、參與樂齡中心的時間長 ,對樂齡中心的經營者核心能力有顯著差異。最後針對教育部、輔 導單位以及高齡教育相關機構提供建議。
The Ministry of Education in Taiwan has set up 363 Active Aging Learning Centers (AALCs) across the country since 2008. However, to promote the development of AALCs, the directors\' core competencies and performances of AALCs should be given more attention. The aims of the two-year project were as follows. In the first year of the project, the research aimed to 1. Understand directors\' daily routines and the core competencies they used most often; and 2. Construct the core competencies model for directors in the AALCs. In the second year, the research was conducted to 1. Investigate the directors\' core competencies; 2. Investigate the performances of AALCs from the perspectives of directors and learners; 3. Analyze the relationship between the directors’ core competencies and their performances and how directors\' core competencies influence the performance of AALCs; and 4. Suggest for director\'s training program. In the first year of the project, the researchers adopted one-to-one in-depth interviews with 34 directors from both government and nongovernmental organizations, as well as from schools in the North, Central, Central-South, and Southern part of Taiwan. Then, 15 scholars and practitioners were investigated with Delphi questionnaires in three rounds. Furthermore, 351 questionnaires of directors\' core competencies of AALCs were distributed to participants, and 319 were collected back completed; 2029 questionnaires of learners\' perceived performances of directors in the AALCs were distributed, out of which1875 were collected back completed by the participants. The results of the study in the first year of the project were: 1. The directors\' daily routines include planning, organization management, leadership, advocacy, personal traits, and attitude; 2. The directors\' core competencies are abilities of vision management, goal management, evaluation of demands, resources connection, training courses planning, execution of daily routines, programs designing, marketing, personal communication, team leadership, lifelong learning, and personal traits. The results of the study in the second year are: 1. The director\'s trait performance is relatively high, and training course planning, program designing, and resource connection are lower than other aspects; 2. The directors of AALCs should recruit a moderate quantity of learners and teachers; 3. The directors have higher-level of education and a long participation period in AALCs, but they are significantly different in their core competencies. Moreover, the results have been provided to the Ministry of Education, counseling organizations, and older adults’ educational organizations.
是,已處理
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
追蹤清單
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