| Summary: | 碩士 === 國立高雄第一科技大學 === 營建工程所 === 95 === Due to the fast expansion of higher education, universities and graduate institutes have been established one after another. However, excessive departments and graduate institutes have caused the predicament in the distribution of education resources. Therefore, only the institutes providing teaching quality, features, and career competitiveness are able to maintain their positions in this volatile environment and continue to provide correct teaching directions and quality learning environments.
Since the MA program of construction management and the MA program for Executives were first initiated by the Graduate Institute of Construction Engineering in 1997, it has been 9 years so far. Therefore, it is indeed necessary to perform an investigation and make some adjustments, so as to react to the variations of the social environment, conform the curriculum to social trends, and enhance student’s competitiveness. This study proposed two dimensions of the curriculum, “practical benefit for construction management” and “benefit for the career”, and Likert Scale was used in the questionnaire survey. This study attempted to investigate the impact of different education systems and positions on learner satisfaction.
It was discovered from the survey that in the dimension of “practical benefit for construction management”, learners conceived that all the courses were at the level of “beneficial”. A further cross analysis of different education systems and positions indicated that general students had a lower level of learner satisfaction than executive students, and students at lower positions also had a lower level of learner satisfaction than those at higher positions.
In the dimension of “benefit for the career”, not every course was conceived as “beneficial”, and the satisfaction with some courses was lowered to the “normal” level. In the cross analysis, it was discovered that general students had similar learner satisfaction as in the dimension of “practical benefit for construction management”. Their level of satisfaction was lower than that of the executive students. However, the only difference was that their level of satisfaction dropped to the “normal” level. Among students at different positions, those at lower positions also had a lower level of satisfaction than those at higher positions. Although the mean level of satisfaction was still at the “beneficial” level, it had a slight decline and the result was different from that of the dimension of “practical benefit for construction management”.
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