- 學位論文
以服務主導邏輯應用於大學服務學習課程之研究
Research on Service-Dominant Logic Applied to University Service-Learning Courses
摘要
本研究旨在以服務主導邏輯檢視國立暨南國際大學（以下簡稱：暨南大學）服務學習課程之規劃、推動情形、學生看法等。研究者透過訪談及電子問卷調查蒐集資料，首先以立意抽樣針對7位授課教師、6位課程助教進行訪談，以瞭解暨南大學服務學習課程規劃、推動現況等，並作為電子問卷編製之依據；再對暨南大學四學院一年級至四年級的大學生進行電子問卷調查，以探討不同個人因素之大學生對服務學習課程的看法，共發放354份正式問卷，回收335份，回收率為94.6%，並以SPSS 26.0作為工具進行統計分析，最後根據研究成果，提出建議。本研究獲致研究結論如下： 一、暨南大學服務學習課程規劃以連結系所專業知能、滿足服務場域或機構需求及規劃不同服務方案供學生選擇為方向。 二、暨南大學服務學習課程推動中授課教師以計畫準備、行動服務、引導反思過程與學生密切溝通及互動，以確實察覺問題並規劃改進策略加以解決，再經學生的反應及回饋瞭解其看法後進行調整。 三、大學生對整體服務學習課程之實施、經驗及收穫之看法均達良好程度。 四、大學生對服務學習課程實施、經驗及收穫之看法在不同背景變項有所差異，其中，服務於校外、考量個人興趣及系所專業者自覺有良好經驗與收穫。 五、大學生對服務學習課程實施評價愈高，愈自覺有良好的經驗及收穫。
並列摘要
The purpose of this study is to examine the planning, promotion, and students' opinions of Service-Learning courses at National Chi Nan University (Chi Nan University) from service-dominant logic. The researcher collects data through interviews and electronic questionnaires. First, 7 teachers and 6 course assistants are interviewed with purposive sampling to understand the planning, promotion of Service-Learning at Chi Nan University, which are used as the basis for the preparation of electronic questionnaires. Then, an electronic questionnaire survey was conducted among freshmen to seniors in the four colleges of Chi Nan University, to explore their views on service learning courses with different personal factors. A total of 354 formal questionnaires was distributed and 335 were recovered, with a recovery rate of 94.6%., and SPSS 26.0 was used as a tool for statistical analysis. Finally, some suggestions are put forward according to the research results. The research results are as follows: 1. The Service-Learning courses planning of Chi Nan University aims at connecting the professional knowledge and abilities of the department, meeting the needs of service field or institutions, and planning different service plans for students to choose from, which should be further taken into account the needs of students. 2. In the course promotion of Service-Learning of Chi Nan University, teachers closely communicate and interact with students in the process of preparation, service and reflection, so as to detect problems and plan improvement strategies to solve them, and make adjustments after students' reactions and feedback to understand their opinions. 3. Chi Nan University students' opinions on the implementation, experience and gains of the holistic Service-Learning courses were satisfactory. 4. Chi Nan University students' opinions of Service-Learning course implementation, experience, and gains vary in different background variables. Among them, serving off-campus, considering personal interests, and professionals in the department feel that they have good experience and gains. 5. The higher the evaluation of the Service-Learning courses, the more the Chi Nan University students feel they have good experience and gains.