The Study Motivations, Learning Experiences, and Teaching Experiences of College Students Major in Leisure and Sport Management Programs between Higher Education and Technological & Vocational Education Systems in Taiwan.

• Main Authors: Han-Shing Sie, 謝翰祥
• Other Authors: Yung-Kun Sung
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/39709587657625297267

碩士 === 銘傳大學 === 觀光事業學系碩士班 === 99 === Due to the speedy development of leisure and sports industries, how to cultivate a large number of excellent individuals for the leisure and recreation industries has become a critical issue for the University education. The purposes of this research were (1) to delineate the learning motivations of undergraduate students major in leisure and sport management program, (2) to analyze the demographical variables in explaining the variances of motivations, learning experiences, teaching experiences, (3) to determine if these students could be clustered based on their motivations for learning, and (4) to discuss the differences in the combination of learning experience and teaching experience for four different motivation groups. Stratified random sampling strategy was used for the study. Based on the educational system and the location of college/university, twelve colleges were chosen for survey. Totally 500 questionnaires were sent and 437 valid questionnaires were collected. Through factor analysis, seven learning motivations were found. They were “Self-actualization”、 “Advises from family members”、 “Job opportunity”、 “Interest in a foreign country”、 “Scholastic achievement”、 “Ease of study” and “Friendship”. Using the t-test, ANOVA and post hoc test, there were the significant differences among Universities in different regions for the learning motivations, learning experiences and teaching experiences. Using the cluster analysis, four learning-motivation groups (“Academic group”、 “Family/friend-oriented group”、 “Social group” and “Vocational group”) were formed. Using the MANOVA analysis, it indicated four learning-motivation groups had interrelationships and differences in the set of learning experiences and teaching experiences. Additionally, the results of research suggested that the educational institutions or Universities in different regions could, (according to the different needs of students’ learning motivations), make appropriate policies and design diverse courses to optimize students’ learning.