Study on Constructing and Verifying Competence Indicators toward Employability into Special Project Courses of Civil Engineering and Architecture Clusters in Technical High School

• Main Authors: Chen,Ting-Hung, 陳定宏
• Other Authors: Chen,Fam-Shing
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/yj6tzk

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 105 === Abstract This study is aimed to construct and verify competence indicators toward employability into special project courses of Civil Engineering and Architecture Clusters in Technical High School. To address this, researcher developed dimensions, competence indicators and competence items for experts and revised these through three rounds of Delphi surveys. The Delphi’s data was analyzed with statistical methods of means, standard deviation, Kolmogorov-Smirnov one sample test, and Analytic hierarchy process (AHP). Then, the data was collected by questionnaires investigation, 268 samples were collected in students of 2015 academic year, the acquired data was analyzed the important performance (IPA). Last, the research data of experts and students was analyzed, verified and compared. According to the analytical result, researcher was concluded that as follow: 1.The final version is composed of 6 dimensions (problem finding and topic organization competence; active inquiring and problem solving competence; cooperation communication and negotiation competence; management assessment competence; systematic analysis and expression competence; and professional learning competence in the workplace), 23 competence indicator indexes and 99 competence items. 2.There are 7 importance competence indicators from experts’ viewpoint, included problem finding and topic organization; problem identifying and clarifying; precise definition and problem presentation; data collection for related topics; active learning attitude and problem solving; inquiring and problem solving; and understanding the overall content need with the research team. 3.Synthesized the students’ and experts’ standpoint, there are 4 importance competence indicators was identified, included problem identifying and clarifying; inquiring and problem solving; understanding the overall content and needs with the research team; and active professional learning.