應用品質機能展開法於專業課程設計之研究

現代大環境競爭如此的激烈，要提升國民的競爭力，教育是最佳的方式，中華民國從建國至今一直努力教育下一代國民，也開辦了延長教育的政策，而社會一直都在變化，不論是農業、工業、商業，都跟以往有所不同，因此教育的方式也應該隨著環境變化而創新與改變，這樣的教育成效才能比傳統填鴨式的教育更加有效。在加上現在的學生家長對於孩子的教育是如此重視，因此學校更應該利用有限的資源進行最大效益的教育來達成學生家長的期望。本研究以個案研究的方式以嶺東科技大學資訊管理系為例，應用品質機能展開(QFD)以及資訊管理系訂定的十二項核心能力，來探討其課程重要性與滿意度，並且從兩個方面進行探討，一方面是從學生，一方面是從教師，學生方面主要是瞭解學生對於學校教學方式與開授課程的滿意度及各種核心能力的重要性，師長方面是要瞭解師長們對於學校所開設的各種課程對核心能力的影響力，對於這十二項核心能力的影響程度，最後應用在Is-Model模式，將學生與學校之間的認知進行比較尋找出之間的誤差，進而找出學校教育與學生期望教育之間的落差點。研究結果顯示，落在優越區域的核心能力是：程式設計、外語能力、團隊合作、熱忱敬業。落在待改善區域的核心能力是：整合創新、溝通表達、網路管理。這樣的結論代表學生們，對於落在優越區域的核心能力是重視也是滿意的；落在待改善區域，是學生們重視的能力，學校開授的課堂卻過少或者是教學方式不對，導致學生的滿意度下降。這是值得投資與改善的能力，因此如果要改善待改善區域中的整合創新與溝通表達能力，可以從實務專題，以及資管專業服務與態度這兩個影響力最大的課程著手。

關鍵字

QFD ；教學品質；核心能力； IS-Model

並列摘要

In the modern competitive era, the best way to enhance competitiveness of people is through education. Since the establishment of Republic of China (Taiwan), it has been working hard on educating the next generation, and the education-extension policy is also established. The society has been different from the past, regardless of agriculture, industry, or commerce. Therefore, the manner of education should also be innovated and changed as the environmental change so the educational outcomes would be more effective than the traditional spoon-feeding education. Since the parents nowadays pay much attention to the children's education, schools should make use of limited resources for the maximum benefits of education to achieve the expectations of parents. This research adopted the case study method by taking Department of Information Management of Ling Tung University as an example, and applied in this research the quality function deployment and the twelve core competencies set by Department of Information Management to investigate the importance and satisfaction of the courses. The investigation was divided into two aspects, one is from students and the other one is from teachers. From students’ aspect, this research is to find out students’ satisfactory of teaching methods of and courses offered by school, and the importance of a variety of core competencies. As for teachers, this research is to comprehend the influence of core competencies with various courses offered by school. With regard to the degree of influence of these twelve core competencies, the last application is the Is-Model which would compare and find out the difference of cognition between the students and the school, and then find the gap between school education and students' expectations of education. The research shows the core competencies falling into the superior region are: Program design, foreign language skills, team works, enthusiasm and dedication. Those core competencies which fall into the improvement-needed region are: Integration and innovation, communication and expression, and network management. This conclusion represents students’ focus and satisfaction to the core competencies which fall into the superior region. The core competencies which fall into the improvement-needed region are also student-valued abilities. However, only few courses offered in school curriculum or the inaccurate teaching methods have led to the decrease of student satisfaction. Those are the abilities worthy of investment and improvement. Therefore, if the improvement is desired in the abilities of integration and innovation, and communication and expression of improvement-needed region, such improvement can be made and begin from the two most influential courses: Practical Panel, as well as Professional Services and Attitudes of Information Management.