全國大專校院學生社團幹部建構本能力之探討

An Exploration of Students' Competencybased Extracurricula Activities at Colleges and Universities in Taiwan

陳昭雄(Jau-Shong Chen1) ； 費吳琛(Wu-Chen Fei)

《弘光學報》 42期 (2003/11) Pp. 57-63

https://doi.org/10.6615/HAR.200311.42.07

摘要

社團活動的參與是培養大專院校學生多元化能力的重要途徑。校園中的任何學習經驗或學習規劃，都應該存在協助學生發展未來生涯規劃工作的教育理念；因此校園社團活動的發展，應該有其設定的培養各類社團應有的專業性本位能力。為達到協助建構學生社團幹部之本位能力之目的，乃進行本次研究計畫。本研究問卷調查進行時間為九十二年元月，受訪的學生為參與救國團九十二年全國大專社團幹部研習會，來自全國53所公私立大專校院自1217位社團幹部。問卷內容中所設定的問題包含領導統馭等18項，以主成份法做因素分析，並經變異最大法做因素轉軸，共萃取了五項主要的因素，包含行銷企劃、白我管理、活動設計、倫理規範以及領導統御。各項因素對變異解釋程度分別為14.2% 、14.1% 、12.3%、10.1%、9.8%。再以上述五項因素之分數為應變數，而以學生的基本資料，包含學校屬性、社團屬性、社團資歷及幹部性別等分類變數作為自變數，分別進行單因子變異數分析。統計分析結果顯示，「學校屬性」之不同，對「自我管理」與「活動設計」兩因素之重視程度有所差異；而「社團屬性」之不同，則對「活動設計」因素上之重視程度亦有所差異。此外，「幹部性別」的不同，對「領導統御」因素之重視程度上也有顯著之差異。

關鍵字

社團 ； 本位能力

並列摘要

Participating in the activities held by clubs and associations is an important way to help students grow in a variety of abilities. The study plan and the learning experience on the campus help students plan their career in the future. Thus, the purpose of this study was to help cultivate students' competency in the activities held by the clubs and the associations on the campus. The research was conducted in January 2003. The subjects consisted of 217 staffs of the clubs and the associations, all of whom came from 53 public and private colleges and universities and took part in the seminar held by Youth Corps in 2003. The variables in the questionnaire include 18 items. Through a factor analysis, the varimax is normalized to five main factors, including sales planning, self-management, activity planning, ethic regulations, and leadership. We found that the degrees of five factor variables are 14.2%, 14.1%, 12.3%, 10.1%, and 9.8%, respectively. Then we defined the above five factors as a dependent variables and students' basic background information (including school attribution, club and association attribution, experience, and staff's sex) as an independent variables. After a statistical analysis, we found that because of the difference of school attribution, there were significant differences in self-government and activity planning; that because of the difference of club and association attribution, there was a significant difference in activity planning; and that because of the difference of staff's sex, there was a significant difference in leadership.

並列關鍵字

clubs and associations ； basis of competency

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