普通大學校訂基本素養與學生養成能力之契合度分析

An Analysis of the Fit between Undergraduate Students9 Prescribed Fundamental Literacy and Their Prepared Competence

自從校務評鑑等品保措施要求各校院需為學生預訂素養或能力之後，基本 素養與核心能力成為大學校院普遍關切的重點之一，但其重點和特色以及養成 能力與校訂能力的契合情形，有待探究。本研究針對第一期校務評鑑期間，78 所普通大學校訂基本素養與核心能力，以及篩選自臺灣師大教評中心2011學年 度大專應屆畢業生問卷調查所得，經内容分析和「重要性與表現度分析」 (Importance Performance Analysis， IPA)，發現：（1)大學校院校訂「基本素養」 與「核心能力」符合國内外期待與社會變遷；頗重視「關懷」，但「職場能力」 待加強宣示；（2)經比較應屆畢業生自我評估養成能力與校訂能力，「溝通與合 作」是學生認為表現最佳、學校重視度最高，二者最契合；而「國際視野」則 是學校重視但學生表現稍差，二者差距最大。

Since the quality assurance measures， such as institutional evaluation， require that every university/college has to prescribe fundamental literacy and core competence for its students， literacy and competence have therefore become one of the key concerns for universities/colleges. The emphases and the features of the literacy and competence， along with the fit between undergraduate student’s prescribed fundamental literacy and their prepared competence， deserve a further exploration. Thus， this study aimed to analyze the data not only from the fundamental literacy and core competence of 78 universities/colleges receiving the first round of institutional evaluation but also from the report on a survey of the senior students graduated in 2011， published by the Center for Educational Research and Evaluation， National Taiwan Normal University. Through content analysis and importance-performance analysis (IPA)， the findings were as follows: (1) While the prescribed fundamental literacy and core competence were multivariate and appropriate， they were inadequate with respect to work competencies and they placed an emphasis on care; (2) “Communication and cooperation” exhibited the best fit， whereas “international vision” showed the biggest gap between the prepared and the prescribed competence.