室內設計系工程管理課程與專業職能指標相關研究

近幾年國內逐漸重視教育傳承訓練的脈絡，積極培育專業人才。在室內設計這個專業領域當中，從過去的文獻中可看到，各個階段的人才訓練與高等教育專業培養，都是積極發展的方向；然而在銜接至各個階段時，都會有一些明顯的落差。在本研究即在探討國內室內設計系對於裝修工程管理課程之統計並與產業專家對於室內設計之專業能力重要程度判定，藉此建立室內設計產業人員專業能力指標，進而達到以下的研究目的：一、彙整國內室內設計系專業工程管理課程開課比例程度，探討目前室內設計教育現況。二、擬定室內裝修工程管理之專業能力之層級評估項目。三、建構國內室內裝修工程管理之專業能力重要程度指標。四、分析產業界需求與室內設計教育上的落差。根據內容分析法，全部科目的裝修工程管理專業課程總開課程度，比例超過40%以上的共有八所，說明了這些學校相對重視著裝修工程管理的操作與應用。而在產業端的室內裝修工程管理專業能力重要程度指標中，第一層職能類目構面中，各項目的優先順序為：工程管理＞基礎職能＞材料與施工＞法規與契約＞專業管理。　　根據前兩項的數據整理，學校端所呈現出對於室內裝修工程管理課程開設程度還是著重於基礎職能＞工程管理＞材料與施工方面；而產業界對於室內裝修工程重要程度指標的權重值則是著重在工程管理＞基礎職能＞材料與施工。這代表著在大方向的意義教育上與產業界看法大致上相通。但在進入整體職能次目中，產業界所呈現出來的內容又會與教育課程上的安排產生落差。代表著產業界指標與學校教學課程的狀態比例上一定會有矛盾，其原因在： 1.大學本質上的不同，一般大學與技職體系大學教育目標本不相同。 2.系所的教育型態與教育定位不明而產生了落差。 3.教學品質與教師本位的教學內容也會產生落差。 4.學生素質也造成產業銜接的不完全。　　作為研究後續建議，未來可透過訪談產業界、教育界專業人士，對於本研究之結果進行修正，進而加深此內涵；另外，也可透過質性、量化來討論學生的素質對於學校的教育目標是否有落差；再來透過研究學校與系所定位，教師專業背景與課程教學之間的關係，達到縮小產學之落差。最後建議相關單位在編製課程修訂中，可以做市場調查找出專業重點項目與產業現況，做出適合市場與教育體制上的課程調整，以解決各校所遇到不同的問題。期望透過本研究達成產學一體，各界的溝通與包容能促進產學間交流，讓學生能學以致用，以達成高等教育之精神。

關鍵字

室內設計系；裝修工程管理；專業課程；能力指標

並列摘要

In recent years in Taiwan, the practical results of education have gained attention, and the active cultivation of professional talent has increased. A literature review indicated positive developments in talent training at every stage of education as well as in expertise cultivation in higher education for the professional field of interior design. However, wide gaps were evident between educational and professional stages. This study assessed the proportion of courses for engineering management of decoration and repairs offered by interior design departments in Taiwan as well as the role of professional competence in interior design according to industry experts. Based on these considerations, professional competence indicators for interior design practitioners were established. Thus, the following research objectives were met. 1.Determine the proportion of courses for engineering management of decoration and repairs in Taiwanese interior design departments and discuss the status of interior design education. 2.Draft evaluation criteria to inform a professional competence indicator for engineering management of interior decoration and repairs. 3.Develop indicators for assessing the role of professional competence in engineering management of interior decoration and repairs in Taiwan. 4.Analyze the gap between interior design education and the demands of the industry. 　According to content analysis, eight schools accounted for over 40% of professional courses in subject matter relating to engineering management of decoration and repairs. Thus, these schools exhibited a relatively strong emphasis on the function and application of engineering management of decoration and repairs. The indicator for the role of professional competence in engineering management of interior decoration and repairs in Taiwan was developed according to industry standards, and the items in the occupational competency category (the first level) are presented in descending order of importance as follows: Engineering management > basic competency > materials and construction > regulations and contracts > professional management. 　The two aforementioned pieces of data indicated that academia emphasized the items according to following order of importance: Basic competency > engineering management > materials and constructions. Specifically, this hierarchy of emphasis was reflected in the courses in engineering management of interior decoration and repairs. In the industry, items related to engineering management of interior decoration and repairs were weighted as follows: Engineering management > basic competency > materials and constructions. These findings indicated that the general trend of engineering management education was nearly consistent with the nature of the industry. However, in the subcategory of overall occupational competency, discrepancies were evident between the industry and relevant course curricula. The causes of the inconsistencies between schools and the industry were as follows. 1. Universities differed; specifically, the educational objectives of general universities were dissimilar to those of vocational universities. 2. Educational style and instructional orientation of departments were unclear, resulting in discrepancies. 3. Discrepancies may have existed between education quality and the content of teacher-provided instruction. 4. The quality of students also contributed to the disjointedness between academia and the industry. 　To enhance the results of the present study, follow-up studies based on interviews of experts from the industry and academia should be conducted. In addition, qualitative and quantitative approaches may be employed to assess the discrepancy between student quality and the educational objectives of universities. Following additional research, the conditions of universities and departments as well as the relationship between the professional backgrounds of teachers and course administration can be addressed to minimize the gap between the industry and academia. Finally, relevant authorities are advised to conduct market research when developing and revising curriculum standards. The objective of such research should be to identify priorities for occupational competency and to clarify the state of the industry. Curricula can then be adjusted to fit the market and the education system, thereby addressing various problems in the universities. The findings of the present study may contribute to the integration of the industry and academia. Communication and inclusion across all fields may strengthen exchanges between the industry and academia, enabling students to translate knowledge into practice and achieve the goals of higher education.