影響大學校院教師開設服務學習課程學校因素之研究

A Study on Institutional Factors that Affect the College Faculty Conducting Service-Learning Courses

邱筱琪(Hsiao-Chi Chiu)

《服務學習與社會連結學刊》 3期 (2020/04) Pp. 39-61

https://doi.org/10.6865/JSLSE.202004_(3).0003

摘要

本研究旨在瞭解影響大學校院教師開設服務學習課程之學校因素，並比較不同學校類型、專長領域、課程類別教師之差異。採取問卷調查法，研究工具為自編之「大學校院教師開設服務學習課程影響因素問卷」，研究對象依學校類型、專長領域及課程類別採取配額取樣，對全國54所大學校院進行施測，問卷共計發出1,728份，有效份數為876份，回收率為50.69%。以描述統計和單因子獨立樣本變異數分析進行資料分析。研究結果發現：「專責單位和專責行政人員協助」、「教師認同服務學習精神」及「學校重視學生實作或做中學理念」是影響教師開設服務學習課程的重要學校因素；一般大學教師首重教學助理提供，且較受學校及科系鼓勵影響；技職校院教師較受學校將教學創新列入教師評鑑指標影響；宗教型大學校院教師則較受學校提供相關教材及教師培訓影響；學校類型有顯著差異，技職校院、宗教型大學校院顯著高於一般大學；專長領域有顯著差異，醫護、教育及社會服務類顯著高於科技類；課程類別有顯著差異，融入服務學習內涵專業課程顯著高於校訂服務學習必修共同課程。最後，本研究依據研究結果，針對各大學校院提出相關建議，以作為各校推動服務學習課程政策之參考。

關鍵字

大學校院教師 ； 服務學習課程 ； 學校因素

並列摘要

The purpose of this study is to explore the institutional factors that affect the college faculty who conduct service-learning courses from the perspectives of institutional types, academic disciplines and types of curriculum. This study adopts quantitative research; the instrument ＂Questionnaire on Influential Factors of College Faculty Who Teaching Service-Learning Courses＂ (QIF) was developed by the researcher to collect data. Quota sampling in terms of institutional types, academic disciplines and types of curriculum was used to select the sample. 1728 questionnaires were sent out to 54 universities and colleges, which resulted in 876 valid samples (50.69 %). Descriptive statistics and one-way Analysis of Variance (ANOVA) were used to analyze the quantitative data. The major findings of this study are summarized as follows: ＂Institutions establish a direct-related center and staff members to facilitate the course＂, ＂the Faculty agrees with the sprite of service-learning＂ and ＂Institutions emphasize the concept of learning by doing＂-all are the most important institutional factors. For the college faculty, ＂Offering teaching assistants＂ is the most important factor, a phenomenon that shows how teachers are encouraged by their department. Moreover, faculty members in technological and vocational institutions are more influenced by the aspect ＂Setting the innovation on teaching as an indicator for faculty evaluation＂; and faculty members in religious-affiliated institutions are more affected by the aspect ＂Providing faculty with teaching manual and training in service-learning＂. Furthermore, there are significant differences in the institutional factors based upon institutional types: the factors that influence faulty members in technological and vocational institutions and those in religious-affiliated institutions are significantly higher than the factors that influence the faulty. To continue, there is significant difference in the institutional factors based upon academic disciplines: the factors that influence faulty members in medical, nursing, education and social service fields is significantly higher than the factors that influence those in science and technology. Finally, there is significant difference in the institutional factors based upon types of curriculum: service-learning embedded in academic courses is significantly higher than service-learning embedded in obligatory courses. According to these findings, I list recommendations for colleges and universities to serve as a reference for schools to promote service-learning courses.

並列關鍵字

college faculty ； service-learning courses ； institutional factors

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