How to be Interdisciplinary? An Impact of Interdisciplinary Students with Diversity Experiences in Interdisciplinary Integration
本研究對象為國內某國立綜合大學（簡稱T大），目前每屆畢業生獲得雙專跨域學位的比例已高達20%， 資料也較為完整與豐富。本研究透過校務研究（institutional research）以證據為導向（evidence-based）的研究基礎，探討T大2018年跨領域學位學生。編製「跨域整合能力量表」，運用ANOVA與多元迴歸方法進行分析。研究發現，跨組學生在課程多樣性的數值較高，顯示其修課領域範疇最為寬廣，且不同程度的跨領域學位學生之間，其課程多樣性經驗亦具顯著差異；跨域程度較高學生的跨域整合能力較好，且互動多樣性與課程多樣性對於跨域整合能力為重要的影響變項。T大的跨領域教育透過跨域課程及多元互動對話，讓學生能與不同專業背景的同儕共同合作與解決問題，獲取更多的多樣性經驗，此即是跨領域教育中涵養多樣性經驗極佳的沃土。
This study involves the National Comprehensive University of Taiwan (hereinafter referred to as T University). Every year, more than 20% of graduates from the university gain their interdisciplinary bachelors’ degrees in dual professional fields, and that it also has a more complete interdisciplinary education system. This research is evidence-based on institutional research. The study included 1,177 T University bachelor degree students from the 2018 batch, of whom 177 are interdisciplinary program students and the remaining are non-interdisciplinary program students. In this research, we compiled the “Interdisciplinary Integration competencies scale” suitable for interdisciplinary program students, and used ANOVA, and multiple regression as research methods for analysis. The study found that the higher the interdisciplinary level of students, the better was their interdisciplinary integration ability, and that interaction diversity and curriculum diversity are important influence variables for interdisciplinary integration ability. The results suggest that interdisciplinary education successfully helps students gain more diverse experience through the process of interdisciplinary courses and dialogue, thereby allowing students to work together with colleagues from various professional backgrounds, or to provide students with multiple opportunities to explore in the classroom. This is also a great chance to cultivate diversity experiences from interdisciplinary education. This study is a pioneering empirical study on Taiwan’s postsecondary education policy in recent years, and is of prime significance.
|關鍵詞||多樣性經驗、跨領域、跨領域整合能力、雙專長、diversity experiences、interdisciplinary、interdisciplinary integration competencies、dual-specialization|