Study of Effective Factors of Cooperation Units’ Cooperative Behaviors of Service Learning Courses in Providence University

• Main Authors: Wu, Pei-Wen, 吳沛紋
• Other Authors: Hu, Hui-Ying
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/54597033533091327685

碩士 === 靜宜大學 === 社會工作與兒童少年福利學系 === 103 === The purpose of this research is to understand the cooperative behaviors’ factors of the Cooperation Units’ of Service learning courses in Providence University from supervisors’ perspectives. It based on the theory of planned behavior, and used a self-made scale as a research tool to take quantitative researches which is conducted through the questionnaire-survey method. The samples of this study were selected from the Cooperation Units’ of Service learning courses in Providence University in the February of 2015. Total effective questionnaires are 241 samples; the response rate was 89%. Results are as follows： 1.It showed that most of the Cooperation Units’ supervisors, were female, 40-49-year-old, have religious beliefs and graduated from college and non-related courses but have been involved in a volunteer management related study, They are supervisor of professional service, and served over 7 years, also been a supervisor of Service learning courses in Providence University that less than one year, non-experience of mentor teacher, had teaching experience of students that study Service learning courses in Providence University, Cooperated with other universities or Providence University Service learning courses , and the University of service groups cooperation experience are mostly. And most of units have long-term volunteers. 2.The Units’ differences appear in feasibility assessment, because of the age, religion, professionalism, position ,job tenure and years of main contact of Service-Learning course which including in supervisors characteristics. 3. The Units’ differences appear in cooperative experience, because of the professionalism and years of main contact of Service-Learning course which including in supervisors characteristics. 4. The Units’ differences appear in student’s learning engagement, shows how the unit and coworker achieve the goals of cooperation and service benefits self-assessment. Because of the age, and religion which including in supervisors characteristics. 5.The Units’ differences appear in cooperative behaviors, because of the gender, age, professionalism, position ,job tenure and years of main contact of Service-Learning course which including in supervisors characteristics. The Units’ cooperative behaviors can be predicted by “mission accomplishment”,” decision authority”,” cooperation benefit”,” student’s performance”, and” students’ learning engagement”. Base on the above conclusions, the research proposes some concrete suggestion for staff, school and future researchers.