浴火重生曙光再現−私立高職轉型職訓機構之個案研究

Reborn in Fire -A New Hope Rises A Case Study on Transforming a Private Vocational School into a Vocational Training Institute

方姿文(Fang, Tz-Wen)

指導教授 ： 陳淑娟

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2014年)

摘要

本研究旨在探討少子化下台灣中等私校之生存危機，並瞭解組織發展過程中如何將危機化為轉機。本研究目的為：（1）瞭解個案H校轉型為職訓機構的歷程；（2）探討個案H校轉型為職訓機構歷程中的阻礙因素；（3）建構出私立高職轉型職訓機構之模式，以供未來私立高職學校轉型為職訓機構各相關單位之參考。本研究透過個案研究法，採深度訪談及文獻分析方式進行研究，並以立意取樣訪談6位資深教職員及4位學生，進行資料收集。本研究經過資料分析後獲得以下三方面的研究結果：首先，有關個案H校轉型為職訓機構之歷程，可歸納整理出三階段8步驟，其分別為：第一階段-鬆動學校舊制，建立組織願景，其步驟為：（1）建立危機意識；（2）提出願景；（3）成立領導團隊；（4）溝通願景等四項步驟。第二階段-組織依法轉型，引進全新做法，其步驟為：（1）授權教職人員參與；（2）師生獲得妥善安置；（3）依法改辦為文化基金會辦理職訓業務等3項步驟。第三階段-深植職訓文化，開展組織未來，其內容則是讓新做法深植組織文化中。其次，發現個案H校轉型歷程中的阻礙因素為：（1）為高職轉型職訓機構之首例，無前例可循，備極辛苦；（2）協助轉型審查委員更替頻繁，意見分歧，托延停辦時程；（3）停辦與改辦兩計畫之銜接因無法如期完成，而產生難度。最後，對個案H校轉型過程之省思為：（1）政府輔導私立高職轉型機制仍有極大改善空間；（2）各校課程設計不盡相同，轉型之學校學生需面對轉學諸多問題；（3）轉型過程中，教師扮演居中溝通之重要角色。

關鍵字

學校轉型 ； 職訓機構 ； 個案研究

並列摘要

The aim of this research is to discuss the survival crisis faced by private secondary schools in Taiwan after declining birth rate has taken place, and to understand how to turn crisis into opportunities during the course of organisational development. The purposes of this study are included 1) understand the current situation and problems of the management of the private vocational School H, the subject of the case study of this research, 2) discuss the course of transformation of a vocational School H into a vocational training institution, and 3) analyse the course of transformation and establish a transformation model, which can be used as reference in the future by vocational high schools in transformation. This research has used the case study research method, with the approaches of in-depth interviews and literature review. The subjects of this research are including six senior teachers and four students selected by purposive sampling to collect data. After data analysis on this research, the first it is concluded that:There were three stages involved in the course of School H’s transforming into a vocational training center. The first stage was to loosen the traditional school system and to establish the organisation’s visions. The further steps involved in this stage included 1) to raise crisis awareness, 2) to propose visions, 3) to establish leadership, and 4) to discuss the visions. The second stage in the course of the transformation was, to transform the organisation according to regulations and introduce a brand new approach. The procedure included, 1) to authorise and delegate teachers to participate in the transformation process, 2) to settle in teachers and students, 3) to transform the school into Cultural Foundation being in charge of vocational trainings as per statutory regulations. The last stage in the course of the transformation was to establish the culture of vocational trainings firmly and to open up the future of the organisation with the following approach: to make this new model deeply rooted in the organisational culture. Secondly, the impedimentary factors during the course of School H’s transformation are three folds. 1) there were no proceeding examples to follow during the course of transformation so School H had been through difficult times during the transformation. 2) there had been high frequencies of replacement of the Reviewer who counselled on the transformation process. And there had often been disparity of opinions. Both conditions had led to the delay in the progress of terminating the traditional school system. 3) due to the delay, there were difficulties in the handing over between the two projects of school termination and organisational transformation, which had made the overall project much more difficult. Final, after reviewing on School H’s course of transformation, the conclusions are as follows: 1) The government still has plenty room for improvement in its role as a consultant to private vocational high schools on the transformational mechanism. 2) Each school has different curriculum designs. As a result, students from the schools being transformed will encounter several issues when transferring from one school to another. 3) During the course of school transformation, teachers play a very important role as communicators.

並列關鍵字

school transformation ； vocational training institutions ； case study

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