:::

詳目顯示

回上一頁
題名:標竿高齡服務機構經營策略及實踐經驗之研究
作者:葉俊廷 引用關係
作者(外文):YEH, CHUN-TING
校院名稱:國立中正大學
系所名稱:成人及繼續教育研究所
指導教授:胡夢鯨
學位類別:博士
出版日期:2014
主題關鍵詞:標竿高齡服務機構經營策略實踐經驗benchmarking elderly service organizationmanagement strategypractice experience
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:351
受全球人口高齡化、照顧需求的增加、家庭照顧角色的改變,以及國際組織重視健康照顧政策的影響下,高齡者健康照顧的議題已逐漸獲得重視。為探究此一重要性的議題,本研究主要以高齡服務機構為對象,研究目的分別為:一、瞭解標竿高齡服務機構所應具備的條件;二、探討標竿高齡服務機構經營策略的規劃;三、探討標竿高齡服務機構經營策略的實踐經驗;四、建構標竿高齡服務機構經營策略及實踐經驗的模式;五、根據研究結果提供國內高齡服務機構的經營策略之規劃及經營管理的建議。
本研究以現象學的方法探討標竿高齡服務機構的經營策略及實踐經驗,以半結構式的訪談進行資料蒐集,總共訪談九間機構的經營者,包含四位男性、五位女性,其從事老人服務工作的年資介於8~33年,平均年資是14.3年。在受訪的九間機構中,有六間是經政府評鑑為優等的機構,三間是甲等的機構。在完成資料蒐集之後,本研究採用持續比較法做為資料分析的方法,而研究結果主要可以歸納為九項結論,分述如下:
一、標竿高齡服務機構的條件可歸結出七個層面,包含從經營理念、服務類型、組織團隊、組織學習、資源運用、經營成效,以及依照機構的性質而有不同的標竿意義之界定。
二、標竿機構的經營理念強調服務社會的使命、滿足高齡者的服務之需求、維護個案的健康與尊嚴及權益、團隊服務的熱忱及專業成長、重視服務過程的檢討與改進。
三、標竿機構的目標規劃聚焦在維持標竿的條件、提高入住率、維持與擴展服務形式、更新硬體建築與設備、招募與培訓人才、加強與組織之間的合作,以及發揮機構影響力。
四、標竿高齡服務機構的照顧服務涵蓋整合式、多元與創新,以及個別性的服務類型。
五、標竿機構是以法令及專業領域規劃組織團隊的架構,著重組織分工的專責化及協調性,並且重視員工的權益及福利,以及在機構、高齡者與家屬之間建立溝通管道。
六、標竿機構的組織學習方式,包含新進人員的職前訓練、組織內部及外部的專業培訓。
七、標竿機構的資源運用,重視組織內部與外部的資源連結,並且重視維持與擴展資源。
八、標竿機構藉由標準作業程序、成效評估、政府評鑑,以及透過反思來提升經營成效。
九、標竿高齡服務機構經營策略的實踐模式是由九項要素所構成,且每個要素之間彼此連結形成連續運作的歷程。
Due to the influences of global aging population, increasing demand for care, role changing of family care, and the international emphasis on health care, the topic of elderly health care has gradually gained attention. In order to explore this important issue, this study mainly targeted elderly service organizations with the following purposes: 1) To understand the conditions that the benchmarking elderly service organizations should possess; 2) To investigate the management strategies planning of the benchmarking elderly service organizations; 3) To explore the practical experiences of the management strategies of the benchmarking elderly service organizations; 4) To construct the model of the management strategies and the practical experiences of elderly service organizations; and 5) According to the results of this study, to provide the suggestions regarding the management strategies planning and the operation for the elderly service organizations.
Phenomenology was used in this study to investigate the management strategies and practical experiences of the benchmarking elderly service organizations. The semi-structured interviews were conducted to collect the data from 9 agencies operators, including 4 males and 5 females. The seniorities of elderly services were between 8~33 years, and the average length was 14.3 years. Among these 9 organizations surveyed, 6 were excellent and 3 were first class evaluated by the government. Constant comparison method was used as the method of data analysis after data collection. The results can be summarized as 9 main conclusions as following:
1. The conditions that the benchmarking elderly service organizations possess can be attributed to the 7 dimensions, including management philosophy, service type, organization team, organizational learning, resource utilization, management effectiveness, and the nature of organization; thus define the different meanings of benchmarking organizations accordingly.
2. The management philosophy of the benchmarking organizations emphasizes the mission of serving the community, the fulfillment of the need of the elderly, the safeguard of the individual’s health and dignity and rights, the enthusiasm of team service and professional growth, the review and improving of the service process.
3. The goals of the benchmarking organizations focus on maintaining the conditions of the benchmarking, increasing the occupancy rate, sustaining and expanding the service forms, updating the architecture and equipment, recruiting and training personnel, strengthening organizational cooperation with others, and exerting the influence of the organizations.
4. The care services provided by benchmarking elderly service organizations include integrated, diverse and innovative, and customized services.
5. The framework of benchmarking organizations is structured by enactments and professional expertise. The dedicated division of responsibilities and coordination, the employee rights and benefits, as well as the communication among the organization and elderly and families are all greatly valued in the benchmarking organizations.
6. The benchmarking organizational learning models include pre-employment training for new staff, and internal and external organizational professional training.
7. The resource utilization of the benchmarking organizations emphasizes the links between the internal and external organizational resources, as well as sustaining and expanding of the resources.
8. The benchmarking organizations improve their management effectiveness through standard operating procedures, effectiveness assessment, the government evaluation, and reflection.
9. The management strategies practice mode of the benchmarking organizations are merged by 9 elements that link together to form a continuous operational process.
壹、中文部分
人體研究法(2011)。
中央研究院(2011)。人口政策建議書。2013年3月10日取自http://www.sinica.edu.tw/manage/gatenews/showsingle.php?_op=?rid:3968
中華民國僑務委員會(2009)。養生村好自在:開啟銀髮族第二春。2014年2月25日,取自http://www.ocac.gov.tw/Unit_Data/unitmacro_pop.asp?no=47286
內政部(1996)。推動社會福利社區化實施要點。2014年6月4日取自http://www.rootlaw.com.tw/LawArticle.aspx?LawID=A040040061000100-0910521
內政部(1998)。加強推展居家服務實施方案暨居家服務教育訓練課程內容。2014年6月4日取自http://www.rootlaw.com.tw/LawArticle.aspx?LawID=A040040061026700-1010101
內政部(2001)。建構長期照護體系先導計畫第一年計畫期末報告。2014年6月4日取自http://tih.ccu.edu.tw/agei/pdf/accomplishment_04_2001.pdf
內政部(2007)。人口政策白皮書。2012年5月30日,取自http://www.ris.gov.tw/zh_TW/c/document_library/get_file?uuid=6ef3e274-b225-4b21-bcb2-5a24a03f562f&groupId=10157
內政部(2009a)。友善關懷老人服務方案。2012年6月6日,取自http://moe.senioredu.moe.gov.tw/ezcatfiles/b001/img/img/28/164688582.pdf
內政部(2009b)。老人狀況調查摘要分析。2012年6月6日,取自http://sowf.moi.gov.tw/stat/Survey/list.html
內政部(2011)。內政部99年度老人福利機構評鑑報告。2013年6月5日取自http://sowf.moi.gov.tw/04/19/19.htm
內政部(2012)。內政性別統計分析專輯。2014年7月15日取自http://www.moi.gov.tw/stat/gender.aspx
內政部(2012)。老人福利與政策。2012年6月7日,取自http://sowf.moi.gov.tw/04/01.htm
內政部(2014)。現住人口按五歲年齡組分。2014年7月15日取自http://sowf.moi.gov.tw/stat/month/list.htm
王光明、吳明隆(2005)。標竿管理與其在學校行政上之應用。學校行政,40,135-159。
王維民、張富盛(2005)。模糊多準則決策法應用於高齡者住宅服務品質之評估-以安養中心為例。建築與規劃學報,6(2),129-145。new window
曲連冰、楊猛(2009)。成人經驗學習評估新探。繼續教育研究,2,20-21。
江吟梓、蘇文賢譯(2010)。M. Lichtman著。教育質性研究:實用指南(Qualitative research in education: A user’s guide)。台北市:學富文化。
老人福利法(2013)。2014年7月10日取自http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=D0050037
行政院(1990)。加強老人安養服務方案。2014年6月4日取自http://www.rootlaw.com.tw/LawArticle.aspx?LawID=A040040061019800-0940831
行政院(2003)。挑戰2008:國家發展重點計畫(2002~2007)。2014年6月4日取自http://www.nbic.org.tw/dbpdf/%ACD%BE%D42008Rev-20030106.pdf
行政院(2012)。我國長期照顧十年計畫-101年至104年中程計畫。2014年6月4日取自http://www.mohw.gov.tw/cht/DONAHC/DM1.aspx?f_list_no=581
行政院(2013)。友善關懷老人服務方案第二期計畫。2014年7月15日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=383&pid=2005
行政院主計處(2006)。家庭組成型態變遷。2014年7月10日取自http://www.stat.gov.tw/public/Data/662814133871.pdf
行政院主計總處(2013)。人力資源調查性別統計分析。2014年7月10日取自http://www.dgbas.gov.tw/ct.asp?xItem=33341&ctNode=6010&mp=1
行政院主計總處(2014)。102年兩性勞動指標。2014年7月10日取自http://www.dgbas.gov.tw/ct.asp?xItem=33341&ctNode=6010&mp=1
行政院經濟建設委員會(2011)。銀髮產業商機無限-國外做法可資借鏡。2013年3月13日取自 http://www.cepd.gov.tw/m1.aspx?sNo=0016257
行政院衛生署(1997)。衛生白皮書:跨世紀衛生建設。台北市:作者。
行政院衛生署(2009)。2020健康國民白皮書。台北市:作者。
行政院衛生署中央健康保險局(2010)。99年全民健康保險統計。2012年6月6日,取自http://www.nhi.gov.tw/Resource/webdata/20212_2_99醫療給付文析稿.pdf
行政院衛生署國民健康局(2009)。老人健康促進計畫(2009-2012)。2013年3月10日取自http://www.bhp.doh.gov.tw/BHPNet/Web/HealthTopic/TopicArticle.aspx?id=200908250001&Class=2&parentid=200802210001
吳芝儀、廖梅花譯(2001)。Anselm Strauss與Juliet Corbin著。質性研究入門:紮根理論研究方法(Basics of qualitative research)。嘉義市:濤石文化。
吳芝儀、廖梅花譯(2001)。質性研究入門:紮根理論研究方法。嘉義市:濤石文化。
李宗派(2011)。現代老人學。台北市:洪葉文化。
李怡娟、王潔媛、唐久雯、郭懷婷、尹祚芊(2006)。從機構負責人及專家的觀點來探討社區型態安養護機構評鑑項目。實證護理,2(3),201-209。new window
李政賢譯(2009)。訪談研究法。台北市:五南。
李雅慧、葉俊廷(2012)。成功老化的退休人員學習歷程之初探。教育學刊,39,41-75。new window
李藹慈、魏惠娟、陳宏婷(2011)。樂齡學習中心人力培訓方案成效之研究:訓練遷移的觀點。成人及終身教育學刊,16,113-154。new window
林合懋(2003)。國小校長終身學習經驗量表的建立。測驗學刊,50(2),297-324。new window
林桂如、蔡昆瀛(2007)。早期療育機構服務評鑑標準建構之研究:標竿化取向。社會政策與社會工作學刊,11(1),53-100。new window
林楨家、孫小于(2012)。高齡者住宅社區之區位規劃模式。建築與規劃學報,13(1),1-26。new window
邱英祧、李允中(2005)。社區大學的知識性資源、網路地位與經營績效之關係。建國科大學報:管理類,24(2),23-44。
徐宗國譯(1997)。質性研究概論。台北市:巨流。
紐文英(2001)。教育研究方法與論文寫作。台北市:雙葉書廊。
翁興利、劉祥得(2003)。美國顧客滿意與標竿學習-兼論我國地方政府滿意度比較分析。中國行政評論,12(4),171-204。new window
張和然、邱文志、林晉照、陳文琦(2007)。非營利長期照護機構經營績效之探討以宜蘭地區小型養護機構為例。績效與策略研究,4(1),27-48。new window
張芬芬譯(2005)。Matthew B. Miles與A. Michael Huberman著。質性研究資料分析。台北市:雙葉書廊。
張淑卿、吳肖琪(2011)。臺灣地區護理之家經營效率分析。長庚科技學刊,14,33-46。
教育部(2006)。邁向高齡社會老人教育白皮書。台北市:作者。
教育部(2010a)。樂齡教育輔導團第二年成果報告。教育部委託專案,未出版,台北:教育部。
教育部(2010b)。教育部補助大學校院試辦「樂齡大學」計畫。2011年6月16日,取自http://epaper.edu.tw/topical.aspx?topical_sn=518
教育部(2010c)。樂齡大學運作手冊。台北市:作者。
教育部(2011)。99年全國各縣市樂齡學習資源中心及各縣市政府老人教育成果統計資料。2011年6月16日,取自https://moe.senioredu.moe.gov.tw/front/bin/ptlist.phtml?Category=75
教育部(2012)。101學年度樂齡大學一覽表。2013年6月5日取自https://moe.senioredu.moe.gov.tw/front/bin/ptdetail.phtml?Part=12090004&PreView=1
教育部(2013a)。101年全國各縣市樂齡學習中心成果統計。2013年6月5日取自https://moe.senioredu.moe.gov.tw/ezcatfiles/b001/img/img/288/219057865.pdf
教育部(2013b)。101年度全國各鄉鎮市區樂齡學習中心「樂齡志工」統計表。2013年6月5日取自https://moe.senioredu.moe.gov.tw/ezcatfiles/b001/img/img/289/100607353.pdf
許佳琪(2011)。杜威的教育哲學對於終身學習之啟示。育達科大學報,29,163-176。
郭銀漢、黃松林(2012)。台灣長期照顧機構供給面之分析研究。社會發展研究學刊,12,41-54。
陳正芬、官有垣(2011)。台灣機構式長期照顧服務組織屬性與政府相關政策演變之探討。社會政策與社會工作學刊,15(1),91-135。new window
陳正益、吳書昀、黃源協(2012)。我國長期照顧管理實踐經驗之檢視。長期照顧雜誌,16(3),257-272。
陳向明(2002)。社會科學質的研究。台北:五南。new window
陳怡心、楊世英(2008)。成年早期女性經營兩性親密關係之經驗學習。家庭教育與諮商學刊,4,31-56。new window
陳欣蘭(2008)。技專校院辦理高齡者回流教育之可行性研究。明新學報,34(1),323-334。new window
陳柏宗、遊如玉(2011)。複合式老人福利建築規劃設計與營運特質之研究-以台南市臨安養護中心為例。台灣健康照顧研究學刊,10,37-56。
陳啟榮(2010)。標竿管理在學校經營之應用。教育理論與實踐學刊,22,109-132。new window
陳惠姿、李孟芬(2008)。銀髮產業人才培育-高等教育老人相關學分學程規劃。長期照護雜誌,12(2),135-140。
陳筱華、劉柏妤(2012)。內部行銷、組織承諾、工作投入、及工作滿意對工作績效之影響-以台灣老人服務機構為例。行銷評論,9(3),277-302。new window
陳靜敏、楊舒琴(2006)。社區健康營造中心之永續經營策略。實證護理,2(3),250-258。new window
曾真真(2010)。經驗學習、替代性學習對再併購機率的影響:以台灣上市櫃製造業為例。管理學報,27(1),39-55。new window
黃富順(2002)。成人的經驗學習。載於黃富順(主編),成人學習(頁265-291)。台北市:五南。
黃富順(2007)。台灣地區的高齡教育。載於黃富順(主編),各國高齡教育(頁23-52)。台北市:五南。
黃富順(2011)。高齡學。台北市:五南。
黃富順(2013)。台灣新近高齡學習的發展與省思。輯於中華民國成人及終身教育學會主編,終身學習行動策略(頁3-20)。台北市:師大書苑。new window
黃朝曦、吳明烈(2012)。成人樂活經驗學習歷程之研究。成人及終身教育學刊,19,39-76。new window
黃耀榮(2012)。鄉村地區舊社區實現「在地老化」之住宅改造及參與式設計操作之可行性探討。都市與計劃,4,431-459。new window
楊世英(2009)。智慧與領導:高等教育場域中的經驗學習。教育政策論壇,12(3),125-162。new window
楊志和(2010)。台灣高齡教育的先驅-高雄市長青學苑的起源與發展。高雄師大學報,29,27-49。new window
楊逸鴻(2008)。 護理專業在高齡產業經營與管理之發展與影響力-以一位美國護理企業家為例。護理雜誌,55(5),12-16。new window
劉文軍、戚先鋒(2007)。庫伯經驗學習理論視角下的中學教師繼續教育教學模式。繼續教育研究,2,1-4。
劉明超(2012)。新北市樂齡學習資源中心實施現況與評鑑指標權重之初探。學校行政,77,1-26。
衛生福利部(2013a)。102評鑑作業手冊全文。2014年4月10日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=367&pid=2510
衛生福利部(2013b)。102年度老人福利機構評鑑成績。2014年4月10日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=367&pid=2510
衛生福利部(2013c)。全國老人福利機構資源分布表。2014年6月30日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=358&pid=460
衛生福利部(2013d)。老人安養機構工作人員數。2014年6月30日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=358&pid=460
衛生福利部(2013e)。102年度老人福利機構評鑑指標。2014年6月30日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=367&pid=2510
衛生福利部(2014)。102年度老人福利機構評鑑成績名冊。2014年6月4日取自http://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=367&pid=2510
衛生福利部(2014)。長期照顧十年計劃。2014年6月4日取自http://e-care.sfaa.gov.tw/MOI_HMP/HMPa001/begin.action
鄭彩鳳、吳慧君(2008)。技專校院校務標竿管理指標與程序及權重體系建構之研究。教育學刊,31,1-44。new window
鄭清霞、鄭文輝(2007)。我國長期照顧制度的費用估算與財務處理。台大社工學刊,15,167-218。new window
蕭文高(2013)。南投縣日間照顧中心老人生活品質影響因素之研究。社會政策與社會工作學刊,17(1),89-130。new window
蕭志同(2010)。台灣老人住宅產業發展之系統動態學模型。台灣企業績效學刊,3(2),207-229。new window
蕭佳純(2011a)。領導者創新領導行為、組織創新氣氛、知識管理能力與社區大學創新經營關連之探究。教育研究學報,45(1),45-69。new window
蕭佳純(2011b)。成人教育機構創新經營指標建構之研究。教育經營與管理研究集刊,7,27-54。new window
薛東埠、林玉婷(2009)。高齡學習「樂齡學習」組織之行政比較-以新加坡及台灣為例。運動健康與休閒學刊,13,49-64。
顏朱吟(2010)。大學校院行政人員經驗學習與工作競爭力關係之研究。台中教育大學學報:教育類,24(2),89-111。new window
顏寧、黃詠光、吳欣隆譯(2009)。建構扎根理論。台北市:五南。
魏惠娟(2005)。方案規劃在成人教育體系中的定位問題。高雄師大學報,19,43-59。
魏惠娟(2007)。「方案規劃」的創意教學設計與實施之行動研究。課程與教學季刊,10(4),63-84。new window
魏惠娟、胡夢鯨、葉俊廷、陳巧倫、劉汶琪(2012)。台灣樂齡學習中心辦理樂齡學習模式與策略之分析:經營者的觀點。教育政策論壇,15(2),1-37。new window
羅寶鳳、白亦方(2002)。經驗學習理論在九年一貫課程教學策略上的應用。課程與教學季刊,5(4),89-106。new window
貳、英文部分
Anderson-Hanley, C. (1999). Experiential activities for teaching psychology of aging. Educational Gerontology, 25(5), 449-456.
Ansah, J. P., Matchar D. B., Love, S. R., Malhotra, R., Do, Y. K., Chan, A., & Eberlein, R. (2013). Simulating the impact of long-term care policy on family eldercare hours. Health Research and Educational Trust, 48(2), 773-791.
Aspinwall, L. G. (2005). The psychology of future-oriented thinking from achievement to proactive coping, adaptation, and aging. Motivation and Emotion, 29(4), 203-235.
Atchley, R. C., & Barusch, A. S. (2004). Social forces and aging: An introduction to social gerontology (10th ed.). Belmont, CA: Wadsworth Publishing Company.
Beard, C., & Rhodes, T. (2002). Experiential learning: Using comic strips as 'reflective tools' in adult learning. Australian Journal of Outdoor Education, 6(2), 58-65.
Bélanger, P. (2011). Theories in adult learning and education: Study guides in adult education. Opladen & Farmington Hills, MI: Barbara Budrich.
Black, K. (2011). Professional and personal factors associated with gerontological practice: Implications for training and education. Educational Gerontology, 37(11), 982-994.
Breland, S. P. (2010). Later life decision-making: Experiential adult learning and successful aging. Doctoral dissertation, (United States): The University of Southern Mississippi.
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245.
Bryant, N., & Stone, R. (2008). The role of state policy in developing the long-term-care workforce. The American Society on Aging, 32(3), 71-76.
Byun, J. I., Ryu, K., & Cervero, R. M. (2009). What is really important in adult education program planning: Challenge to collaboration and partnership in program for the marginalized in learning cities in Korea. Journal of Educational Policy, 6(1), 3-23.
Caffarella, R. S., & Barnett, B. G. (1994). Characteristics of adult learners and foundations of experiential learning. In L. Jackson & R. S. Caffarella (Eds.), Experiential learning: A new approach (pp. 29-42). San Francisco, CA: Jossey-Bass.
Campbell, C. J., Ikegami, N., & Kwon, S. (2009). Policy learning and cross-national diffusion in social long-term care insurance: Germany, Japan, and the Republic of Korea. International Social Security Review, 62(4), 63-80.
Chao, C. L., Hsu, Y. L., Chang, H. Y., Wu, H. Y., & Yang, T. Y. (2011). Emergent needs of depression care for older adults: Evidence from Taiwan. Global Journal of Business Research, 5(4), 119-129.
Chen, L. M., Wu, P. J., Cheng, Y. Y., & Hsueh, H. I. (2011). A qualitative inquiry of wisdom development: Educators' perspectives. International Journal of Aging and Human Development, 72(3), 171-187.
Cho, D. & Kim, H. (2004). The most frequent lenses to see recent program planning for adult: 1999-2003. Indianapolis, Indiana: IUPUI, Conference.
Claes, R., & Loo, K. V. (2011). Relationships of proactive behaviour with job-related affective well-being and anticipated retirement age: An exploration among older employees in Belgium. European Journal of Ageing, 8(4), 233-241.
Couper, D. P., Norsman, A. S., & Sulick, B. (1999). Retired educators as advocates: Promoting K-12 education about aging. Educational Gerontology, 25(6), 519-530.
Delahaye, B. L., & Ehrich, L. C. (2008). Complex learning preferences and strategies of older adults. Educational Gerontology, 34(8), 649-662.
Diachun, L. L., Dumbrell, A. C., Byrne, K., & Esbaugh, J. (2006).... But does it stick? Evaluating the durability of improved knowledge following an undergraduate experiential geriatrics learning session. Journal of the American Geriatrics Society, 54(4), 696-701.
Donaldson, J. F., & Kozoll, C. E. (1999). Collaborative program planning:Principles practices and strategies. Malabar: Krieger Publishing Company.
Downey, E. P., & Miles, B. K. (2005). Betty is someone I will never forget: An experiential learning model with older adults. The Journal of Baccalaureate Social Work, 11, 95-104.
Duay, D. L., & Bryan, V. C. (2008). Learning in later life: What seniors want in a learning experience. Educational Gerontology, 34(12), 1070-1086.
Duin, D. K., & McSweeney, M. H. (2005). The aging male inmate: Long-term care service needs and resulting policy implications. Journal of Pastoral Counseling, 40, 97-106.
Efthymios, V., Stella, G., & Sofia, A. (2010). Certified adult educators' attitudes towards continuing education. Review of European Studies, 2(1), 61-71.
European Commission (2001). The future of health care and care for the elderly: guaranteeing accessibility, quality and financial viability. Brussels: European Commission.
European Commission (2007). Healthy ageing: A challenge for Europe. Brussels: European Commission.
Falasca, M. (2011). Barriers to adult learning: Bridging the gap. Australian Journal of Adult Learning, 51(3), 583-590.
Firmin, M. W., & Craycraft, A. (2009). Life meanings for past and present: Case studies of four retired faculty. Education Research Quarterly, 32(4), 17-35.
Fragoulis, I., & Phillips, N. (2008). The benefits of experiential learning in corporate training: Trainees' attitudes and beliefs. Training & Management Development Methods, 22(5), 107-120.
Garquhar, L. (2010). Wisdom in a learning in retirement institute. Educational Gerontology, 36(8), 641-653.
Gilbertson, J., Green, G., & Pugh, P. (2008). Healthy ageing in the city of Sunderland. Sheffield: Centre for Regional Economic and Social Research Sheffield Hallam University.
Glaser, G. G., & Strauss, A. L. (1999). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine de Gruyter.
Herremans, I. M., & Murch, R. (2003). Multidisciplinary decision making through experiential learning: Perspectives from practical trials. Innovative Higher Education, 28(1), 63-83.
Hieda, T. (2012). Comparative political economy of long-term care for elderly people: Political logic of universalistic social care policy development. Social Policy & Administration, 46(3), 258-279.
Hiok, O. M., & Abdullah, H. (2009). Framing programme planning practices in continuing professional education in professional associations in Malaysia. European Journal of Social Sciences, 8, 626-639.
Hodge, S. (2011). Learning to manage: Transformative outcomes of competency-based training. Australian Journal of Adult Learning, 51(3), 498-517.
Holahan, C. K., & Chapman, J. (2002). Longitudinal predictors of proactive goals and activity participation at age 80. The Journal of Gerontology, 57(5), 418-425.
Hsieh, Y. P., Lin, C. C., & Huang, Y. C. (2012). Exploration of long-term care institution managers' perceptions of institutional indoor environment quality and ease of administration. Care Management Journal, 13(3), 121-133.
Huang, C. S. (2010). The development of educational gerontology in Taiwan : An interpretive and critical perspective. Educational Gerontology, 36(10), 968-987.
Humpel, N., O’Loughlin, K., Wells, Y., & Kendig, H. (2009). Ageing baby boomers in Australia: Evidence informing actions for better retirement. Australian Journal of Social Issues, 44(4), 399-415.
Jackson, L., & MacIsaac, D. (1994). Introduction to a new approach to experiential learning. In L. Jackson & R. S. Caffarella (Eds.), Experiential learning: A new approach (pp. 17-28). San Francisco, CA: Jossey-Bass.
Jarvis, P. (2006). Towards a comprehensive theory of human learning: Lifelong learning and the learning society. New York: Routledge.
Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (4th ed.). New York: Routledge.
Jordi, R. (2011). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2), 181-197.
Justice, E. M., & Dornan, T. M. (2001). Metacongnitive differences between traditional-age and nontraditional-age college students. Adult Education Quarterly, 51(3), 236-249.
Karner, K. J., Rheinheimer, D. C., Anne, M., & Due, C. (1998). The impact of a hospital-wide experiential learning educational program on staff's knowledge and misconceptions about aging. The Journal of Continuing Education in Nursing, 29(3), 100-104.
Kim, A., & Merriam, S. B. (2004). Motivation for learning among older adults in a learning in retirement institute. Educational Gerontology, 30(6), 441-455.
Knowles M., Holton, E. F. III, Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Burlington, MA: Elsevier.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A., Lublin, S., Spoth, J., & Baker, R. (1986). Strategic management development: Using experiential learning theory to assess and develop managerial competencies. The Journal of Management Development, 5(3), 13.
Le Bihan, B., & Martin, C. (2010). Reforming long-term care policy in France: Private–public complementarities. Social Policy & Administration, 44(4), 392-410.
Lee, J. L., Chen, W. Y., Hung, C. T., & Hsu, M. Y. (2011). Critical research issues in nursing policy and management: A healthcare system perspective. Hu Li Za Zhi, 58(3), 27-32.
Lewis, L. H., & Williams, C. J. (1994). Experiential learning: Past and present. In L. Jackson & R. S. Caffarella (Eds.), Experiential learning: A new approach (pp. 5-16). San Francisco, CA: Jossey-Bass.
Long, A. B., Larsen, P., Hussey, L., & Travis, S. S. (2001). Organizing, managing, and evaluating service projects. Educational Gerontology, 27(3), 3-21.
Mackean, R., & Abbott-Chapman, J. (2011). Leisure activities as a source of informal learning for older people: The role of community-based organizations. Australian Journal of Adult Learning, 51(2), 226-247.
Marlowe, M. (1991). Adult basic skills instructor training and experiential learning theory. Adult Basic Education, 1(3), 155-167.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th eh.). Thousand Oaks, CA: SAGE.
McLendon, L., & Polis, K. (2007). The state adult education staff guide for going to scale: A guide for planning, implementing, and evaluating program improvement initiatives. Washington, DC: National Adult Education Professional Development Consortium.
Mehta, K. K., & Vasoo, S. (2000). Community programmes and services for long-term care of the elderly in Singapore: Challenges for policy-makers. Asian Journal of Political Science, 8(1), 125-140.
Merriam, S. B. (2002a). Introduction to qualitative research. In S. B. Merriam (Ed.), Qualitative research in practice: Examples for discussion and analysis (pp. 3-17). San Francisco, CA: Jossey-Bass.
Merriam, S. B. (2002b). Assessing and evaluating qualitative research. In S. B. Merriam (Ed.), Qualitative research in practice: Examples for discussion and analysis (pp. 18-33). San Francisco, CA: Jossey-Bass.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood (3ed.). San Francisco, CA: John Wiley & Sons.
Morikawa, M. (2014). Towards community-based integrated care: Trends and issues in Japan's long-term care policy. International Journal of Integrated Care, 14, 1-10.
National Adult Education Professional Development Consortium, NAEPDC (2010). Program planning and procedures. Retrieved September 25, 2010, from http://naepdc.org/resource_library/program%20planning%20library/PROGRAM_PLANNING_HOME.html
Norman, E. (1989). Assessing prior experiential learning. Industrial and Commercial Training, 21(1), 3-5.
Ntseane, P. G. (2005). We learn from others: An adult educator's experience with international education practice. Adult Learning, 16, 11-13.
Ouwehand, C., de Ridder, D. T. D., & Bensing, J. M. (2008). Individual differences in the use of proactive coping strategies by middle-aged and older adults. Personality and Individual Differences, 45, 28-33.
Ouwehand, C., de Ridder, D. T. D., & Bensing, J. M. (2009). Who can afford to look to the future? The relationship between socio-economic status and proactive coping. European Journal of Republic Health, 19(4), 412-417.
Packer, M. (2011). The science of qualitative research. New York, NY: Cambridge.
Rathunde, K. (2010). Experiential wisdom and optimal experience: Interviews with three distinguished lifelong learners. Journal of Adult Development, 17(2), 81-93.
Requejo-Osorio, A. (2008). The learning of the elderly and the profile of the adult educator. Convergence, 41, 155-172.
Reynolds, M., & Vinve, R. (2007). Introduction: Experiential learning and management education: Key themes and future directions. In M. Reynolds & R. Vinve (Eds.), The handbook of experiential learning and management education (pp. 1-18). New York, NY: Oxford University Press.
Roberson, Jr. D. N., & Merriam, S. B. (2005). The self-directed learning process of older, rural adults. Adult Education Quarterly, 55(4), 269-287.
Roessger, K. M. (2012). Toward an interdisciplinary perspective: A review of adult learning frameworks and theoretical models of motor learning. Adult Education Quarterly, 62(4), 371-392.
Roit, B. D., & Bihan, B. L. (2010). Similar and yet so different cash-for-care in six European countries long-term care policies. Milbank Quarterly, 88(3), 286-309.
Roncaglia, I. (2006). Retirement as a career transition in ballet dancers. International Journal of Educational and Vocational Guidance, 6, 181-193.
Shaver, S. (2003). Organizational power and politics: More than meets the eye in program planning. (Doctoral thesis, National-Louis University, Stouffville, Ontario, Canada). Retrieved from http://digitalcommons.nl.edu/diss/11/
Shippee, T. P. (2009). But I am not moving: Residents' perspectives on transitions within a continuing care retirement community. The Gerontologist, 49(3), 418-427.
Shrospshire, C. O. (1981). Group experiential learning in adult education. The Journal of Continuing Education in Nursing, 12(6), 5-9.
Spendolini, M. J. (1992). The Benchmarking Book. New York, NY: American Management Association.
Stevens, K. Gerber, D., & Hendra, R. (2010). Transformational learning through prior learning assessment. Adult Education Quarterly, 60(4), 377-404.
The Organization for Economic and Coopration Development, OECD (2010). Improving value in health care: Measuring quality. Paris, France: Author.
The Organization for Economic and Coopration Development, OECD (2011). Help wanted? Providing and paying for long-term care. Paris, France: Author.
The Organization for Economic and Coopration Development, OECD (2013a). A good life in old age? Monitoring and improving quality in long-term care. Paris, France: Author.
The Organization for Economic and Coopration Development, OECD (2013b). Strengthening health information infrastructure for health care quality governance: Good practices, new opportunities and data privacy protection challenges: Key findings. Paris, France: Author.
Trinh, M. P., & Kolb, D. A. (2012). Eastern experiential learning: Eastern principles for learning wholeness. Career Planning and Adult Development Journal, 27(4), 29-43.
Uhland, R. (1994). Social policy and adult education program planning: Perspectives on the Tyler and Boyle models. Journal of Lifelong Learning, 3, 62-70.
United Nations (2013). World population ageing 2013. New York, NY: Author.
Vanlaere, L., Coucke, T., & Gastmans, C. (2010). Experiential learning of empathy in a care-ethics lab. Nursing Ethics, 17(3), 325-336.
Vlasta, V. V., & Vesna V. S. (2007). Models of adult learning and professional development. Annual of Social Work, 14(2), 283-310.
Walton, J. D. (2010). Examining a transformative approach to communication education: A teacher-research study. College Student Journal, 44(1), 157-177.
Webster-Dictionary (2009). Definition of benchmark. Retrieved February 28, 2014, from http://www.webster-dictionary.net/definition/benchmarking
Willans, J., & Seary, K. (2011). I feel like I'm being hit from all directions: Enduring the bombardment as a mature-age learner returning to formal learning. Australian Journal of Adult Learning, 51(1), 119-142.
Wolf, M. A. (2009). Older adult women learners in transition. New Direction for Adult and Continuing Education, 122, 53-62.
Worthen, V. E. (2002). Phenomenological research and the making of meaning. In S. B. Merriam (Ed.), Qualitative research in practice: Examples for discussion and analysis (pp. 139-141). San Francisco, CA: Jossey-Bass.
Yong, V., & Saito, Y. (2011). National long-term care insurance policy in Japan a decade after implementation Some lessons for aging countries. Ageing International, 37, 271-284.
Ziegler, M., McCallum, R. S., & Bell, S. M. (2007). Adult educators in the United States: Who are they and what do they know about teaching reading? Perspectives on language and Literacy, 33(4), 50-53.
Zuidgeest, M., Luijkx, K. G., Westert, G. P., & Delnoij, D. MJ (2011). Legal rights of client councils and their role in policy of long-term care organisations in the Netherlands. BMC Health Services Research, 11(215), 1-6.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE