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  • 學位論文

科技校院美容相關學系四年制學生職場專業能力之研究

A Study on Competencies for Students of Four-Year Cosmetology Related Programs in Colleges and Universities of Science and Technology

指導教授 : 林俊彥 林騰蛟
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摘要


本研究旨在探討科技校院美容相關學系學生適合從事之職務與應具備的職場專業能力,並分析職場專業能力之培養優先順序。研究方法包括焦點團體訪談法、德懷術及IPA分析,首先焦點團體訪談會議分三場次,邀請23位資深美容美髮相關從業人員,確認12種職務之工作績效、職責、任務並發展出各職務的職場專業能力草案,據以編製12種職務之德懷術調查問卷。其次,選取69位業界專家進行3-4回合問卷調查,獲致科技校院美容相關學系學生應具備之職場專業能力。最後,針對職場專業能力之重要性與常用性調查,邀請104位業界專家參與;並以IPA技術,依據職場專業能力的重要性與常用性得分,分析職場專業能力培養優先順序。 本研究獲致下列結論:(一)科技校院美容相關學系四年制學生適合從事理髮師、髮型設計師、頭皮理療師、芳療美容師、護膚美容師、美體美容師、醫學美容師、專櫃美容師、美甲師、彩妝師、新娘秘書、整體造型設計師等12種職務。(二)針對美髮、美容及造型設計職業之12種職務,共發展出118項工作績效、52項職責、174項任務、363項職場專業能力。(三)人格特質傾向「開放性」、「外向性」者較適合從事美髮職業,傾向「情緒穩定性」、「謹慎性」、「隨和性」者較適合從事美容職業,傾向「外向性」、「謹慎性」者較適合從事造型設計職業。(四)科技校院美容相關學系四年制學生應優先培養美髮、美容及造型設計職業之12種職務的職場專業能力,共有258項。 本研究結果應用建議如下:(一)美容相關學系可依據本研究發現之美容相關職務,確認系培育目標與人才培育對應之職業;(二)美容相關學系可參考本研究歸納之美髮、美容及造型設計職場導向課程模組,進行課程規劃;(三)美容相關學系教師可依據本研究發展之職場專業能力進行自我檢核,以強化實務教學或規劃專業進修;(四)美容相關學系可參考本研究發展之各職務的職責及任務,與企業共構學生實習課程內容;最後,並對後續研究提出具體建議,俾供參考。

並列摘要


This study aimed to explore the jobs suitable for students in cosmetology-related departments in colleges and universities of science and technology and the workplace competencies they should have, as well as to analyze the training priority of the workplace competencies. The research methods included focus group interview, Delphi technique, and IPA analysis. Firstly, focus group interview meeting was held in three rounds, where 23 senior Cosmetology and Hair Dressing practitioners were invited to confirm the job performance, duties, and tasks of 12 kinds of jobs and draft the workplace competencies of each jobs, based on which Delphi technique investigation questionnaires for each jobs was made. Then, 69 industry experts were picked to conduct questionnaire investigation for 3~4 rounds to acquire the workplace competencies that students in cosmetology-related departments in colleges and universities of science and technology should have. Lastly, 104 industry experts were invited to participate in the investigation of the importance and the commonality of workplace competencies. According to the score of the importance and the commonality of workplace competencies, the training priority of the workplace competencies was analyzed by IPA technique. The conclusions below were obtained from the study: 1. Four-year students in cosmetology-related departments of colleges and universities of science and technology were suitable to engage in 12 types of jobs, Barbers, Hairstylists, scalp therapist, aromatherapy beautician, Skincare Specialists, body Specialists, medical beautician, counters beauticians, Manicurists and Pedicurists, makeup artist, bridal secretary, and overall designers. 2. For 12 types of jobs related to hair style profession, cosmetology profession and style design profession, 118 items of job performance, 52 items of duties, 174 items of tasks, and 363 items of workplace competencies were developed. 3. Students whose personality traits tended to be “openness” and “extroversion” were suitable for hair style related jobs; students whose personality traits tended to be “emotional stability”, “prudence” and “agreeableness” were suitable for cosmetology-related jobs; and students whose personality traits tended to be “extroversion” and “prudence” were suitable for style-design-related jobs. 4. Four-year students in cosmetology-related department of colleges and universities of science and technology should, in first priority, be trained the workplace competencies, totally 258 items, of hair style profession, cosmetology profession and style design profession. There are some recommendations below based on the research result: 1. Cosmetology-related departments can confirm their training aims and jobs corresponding to the talents training according to cosmetology-related jobs concluded by this study. 2. Cosmetology-related departments can make some curriculum planning in reference of the orientation course module of hair style profession, cosmetology profession and style design profession concluded by this study. 3. Teachers in cosmetology-related departments can make self-examination according to workplace competencies developed by this study to strengthen the planning of practical teaching and professional refresher. 4. Cosmetology-related departments can refer to the duties and tasks of each job in this study and co-work with enterprises on the content of students’ internship courses. Finally, concrete suggestions regarding the further researches will be provided, for reference only.

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