| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 102 === In the Chinese community, cram schools are a long-standing industry. Because of the credentialism, parents generally consider cram schools can enhance students’ schoolwork and achievement. Therefore, studying in the cram school becomes a universal culture. However, under the phenomena of declining birthrate and frequent educational reforms , cram schools face many challenges that never happened before. Many cram schools collapsed because of the poor management. The purpose of this study is to understand the business situation, the difficulties of cram schools, as well as internal factors and external factors of cram schools’ management.
This study took in-depth interviews of qualitative research, and selected Director R., a manager of some cram schools in Taipei City that the researcher is acquainted with as the research object to conduct semi-structured interviews. At the same time, this study conducted the sampling interviews of three consumers(parents). This study explored the following three questions: First, what kind of external environmental factors affect the cram schools’ management? And, how do they affect? Second, what kind of internal management factors affect the cram schools’ management? How do they affect? Third, how does the cram school respond to these difficulties; what kind of business strategies does the cram school use?
The conclusion of this study shows the population structure, the government policies and statutes, the market competition, and the consumer preference of external environmental factors which influence on the cram schools’ management have some impacts on the cram school. The manager of the cram school have to use their best efforts to manage their cram school. Besides, students’ learning quality, teachers’ quality and the financial structure of internal management factors which affect the cram schools’ management are also important critical success factors. Therefore, both external environmental factors and internal management factors are important to the cram schools’ managenemt.
Finally, by connecting the experiences and thoughts from the research object as well as the results of three sampling interviews with these three research questions , the researcher provided long-term management suggestions for cram schools. The managers of cram schools should insist on their own positive and sustainable development and management patterns. Faced with the changeable educational policies, a good cram school should have more active adaptabilities. It is important to build up the positive social image. In addition, the cram schools have to establish the positive relationship with schools .
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