| Summary: | 博士 === 高雄師範大學 === 成人教育研究所 === 99 === The purpose of this study , based on the concept of social capital , is to construct the assessment indicators and strategies of promoting social capital for university elder extension education. For these objectives to be achieved, the study is structured as follows. The first section deals with the theoretical foundations for promoting social capital of university elder extension education. After which research methodology is presented, with interviews, Delphi Method. The draft structure of assessment indicators is established in post-study interviews. The Delphi questionnaire if modified and designed to proceed the three-round Delphi survey. Based on the findings and conclusions of this study, the following suggestions are presented to the university administrators, the central competent education administrative government and the future research.
The findings
1. The authors future comments about the extent of development and practice in university elder extension education.
2. Five issues that need to be resolved in university elder extension education are (a)Little professional human resources has recruited in elder extension education; (c) There is no general consensus on what the essential knowledge base of the field consists of trust; (d) to build up the strategic alliance between university and university, university and government, university and enterprise; and (e) lack of social participate are caused by earning more incomes.
3. The social capital of university elder extension education consists of four core concepts, including knowledge resources, trust, network relationships, social participation.
4. Promoting social capital for university elder extension education has four strategies:(a) to transmit and innovate knowledge resources of university elder extension education; (b)to build up social trust by common norms; (c) to construct social network relationships; and (d) to participate in social welfare.
5. The assessment indicator system is classified into three levels, including 4 dimensions, 12strategic objectives and 92 strategic indicators.
6. The assessment indicators are divided into three levels, including “highly important”, “very important” and “important” with different priority of application.
Conclusion
1. Four of the assessment indicators are worth summarizing: (a) The assessment indicators are good both validty and reliability; (b)The assessment indicators are highly important references of university elder extension education; (c) The assessment indicators are important useful tool to promote social capital of university elder extension education; (d) The assessment indicators consist of important strategics of university elder extension education.
2. The study comment about the extent of development and practice in university elder extension education.
3. Many questions that need to be resolved in university elder extension education.
Suggestions
1. The study are eight suggestions to university administrators: (a) the assessment indicators are founded by this study to formulate the performance of university elder extension education; (b) the assessment indicators are important assessment tool for promoting social capital of university elder extension education; (c)to set up flexible recruitment ways of professional teacher to meet the need of teaching of practical curriculum; (d) to plan curriculum of the second professional development for human resources; (e) to survey the demand and offer of university elder extension education to meet the demand of elders; (f) to set up the trust of social for university elder extension education; (g) to integrate resources by building up network relationships among university , government, and enterprise; and (h)to promoting social capital by university participation in social activities.
2. The study are five suggestions to central competent education administrative government: (a)to assess the performance of university elder extension education by social capital perspectives; (b)to supervised the effect of university elder extension university periodical and carry out strict quality control; (c)to loose the requirements of learning for elders and to develop lifelong learning society; (d)to plan formal curriculum of elder education for all schools; and (f) to establish the center of research for the elder education.
3. An important area for future research in the years to come will be in the refinement of approaches to the analysis of research characteristics, including filed, objective , content, and method of research.
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