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題名:網際網路輔助大學工業設計系學生生涯輔導模式建構的研究
作者:楊敏英 引用關係
作者(外文):Ming-Ying Yang
校院名稱:國立雲林科技大學
系所名稱:設計學研究所博士班
指導教授:游萬來
學位類別:博士
出版日期:2005
主題關鍵詞:工業設計設計教育網際網路輔助模式建構生涯輔導需求Design educationIndustrial designConstruction of Internet-aided ModelCareer guidance needs
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本研究結合工業設計、生涯輔導、及網際網路三個領域,以網際網路輔助大學工業設計系學生生涯輔導模式建構,期望滿足學生在生涯輔導的初級性、預防性、及重複性的諮詢與輔導需求。研究結果不僅可作為未來規畫大學工設學生生涯輔導網站的基礎,所建構的模式概念亦可作為其他科系參考。研究分為三個主題進行:主題一分析265 個工業設計相關工作及求才條件,其中產品設計類工作占57%,機構設計類及其他類占43%,顯示市場提供工設人才廣泛就業機會,所須知能略有不同。主題二研究工設學生生涯輔導需求:第一階段以8 個焦點團體訪談 56 名工設學生,發現其生涯輔導需求內涵包括:了解自己的興趣/性向/技能、工設工作世界、自我與工設職業媒合與否、目前所學與未來就業的關連、進修管道及考試資訊、如何規畫生涯及作抉擇、協助實習及就業安置、提供生涯諮詢及角色典範。第二階段以問卷調查360 名工設學生迫切需要的生涯輔導項目,包括了解自己適合從事何種工作、自己適合從事哪些領域或職務的設計相關工作、自己的能力及專長、如何有效地尋找實習或工作機會、與工設相關的升學管道/各校或各國設計課程特色、自己是否適合從事工設相關工作、工設專業不同職務的特性及所需的知識/技能/態度、工設專業概況及發展趨勢、工設畢業生可能的就業機會及應徵資格等資訊、自己的興趣/價值觀/人格特質、大學畢業後要先升學或先就業、如何準備作品集等。主題三綜合主題一及二研究成果,參考網際網路輔助生涯輔導的應用實例,提出以網際網路輔助大學工設學生生涯輔導模式建構的7項概念及目標:1) 提供線上工設生涯資訊,協助學生探索工設的就業及進修;2) 線上評量自我/與工設的適配,協助工設學生了解自我及適合的工設領域;3) 整合工設選項的探索、評量及搜尋,提供學生規畫及抉擇時參考;4) 線上學習規畫工設生涯,增進工設學生的生涯規畫技巧;5) 提供虛擬工設工作投影,協助學生體驗工設職場情境;6) 建置線上工設生涯歷程檔案,協助學生了解目前所學與未來就業的關聯;7) 建立線上工設生涯良師機制,拓展學生的諮詢及求助網絡。並以網頁範例模擬及評估各項概念及功能。最後提出結論,並針對工設學生生涯輔導及後續研究提出建議。
Combining the aspects of industrial design, career guidance, and Internet, this study constructs Internet-aided career guidance model to satisfy the preliminary, preventive, and repetitive career guidance needs of industrial design students in universities. The results would be the base for planning the career guidance website for ID students in the future, and the concept of model construction could refer to other majors. There are three themes in this study: Theme One analyzes the various job titles currently used in the ID profession and their corresponding recruiting qualifications. 57% of 265 job opportunities in the industrial design profession are classified into the Product Design group and 43% of those are the Mechanism Design and Others groups. It indicates that the job market provides extensive job opportunities for ID graduates and the competencies required by each group are various. Theme Two studies the career guidance needs of ID students: firstly, eight focus groups with a total of fifty-six ID students from two universities were interviewed. Their needs of career guidance include: exploration of their own aptitudes, interests, and abilities; a better understanding of the industrial design profession; understanding of the match between themselves and jobs; understanding the connections between their course work and the job requirements; assistance in finding internship and employment; knowing about advanced studies and exams; learning about career planning and career decision making; and providing career consultation and role models. Furthermore, a questionnaire was distributed to 360 ID students to survey their urgent career guidance items, such as understanding of one’s own aptitudes, interests, values, personality, abilities, and skills; understanding of fitting what type of jobs or the design related tasks, the match between oneself and ID jobs; knowing about advanced studies and exams, how to find internship and employment effectively, the contents and competencies required by the various ID tasks, the overview and trend of ID profession, the employment opportunities and qualifications for ID graduates, how to prepare portfolio; decision for advanced studies or employment after graduation, etc. Theme Three integrates the findings of Theme One and Two, refers to the applications of Internet-aided career guidance, and proposes seven concepts and objectives to construct the Internet-aided career guidance model for ID students in universities: 1) providing online ID career information to assist students the exploration of employment and advanced study; 2) providing online assessment to assist students understanding of oneself/ the match between oneself and ID jobs; 3) integrating the exploration of ID options, assessments, and search to provide students for planning and decision-making; 4) online learning how to plan career to reinforce ID students’ skills of career planning; 5) providing virtual job shadow to assist students experiencing the environment of ID work; 6) building online career portfolio to assist students understand the connections between their course work and the job requirements; 7) building online career mentoring to expand students’ network for seeking consultation and help. The simulated web pages were proposed and evaluated for the concepts. Finally, the findings were concluded and the suggestions about career guidance for ID students and further research were thus proposed.
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