觀光不迷航：觀光整合人才養成模式建構與實證

Navigating Tourism Development: Construction and Empirical Validation of an Integrated Talent Cultivation Model for the Tourism Industry

觀光休閒學系涵蓋範疇廣泛，學生在未來就業發展方向缺乏明確定位，致產業留任率低與人才適配性不足。欲解決此一困境，可運用「設計思考」結合「觀光整合人才」建構，並連結「產業」需求，以工作職能為基礎，導入USR 的實踐場域與專題導向學習，建構一套以人為本、強調跨域整合與問題解決導向的觀光專業人才培育模式，以強化學生之溝通協作、創新思維與實作能力。因此，本研究採縱貫性設計，分別於「觀光學概論」與「觀光心理與行為」大學部必修課程中實施教學介入。第一年聚焦於觀光整合專業能力建構；第二年則以任務導向的USR 以深入社區永續圈為實踐性場域，結合在地議題與跨域協作，提升學生對實務情境的感知與回應能力。課程前後進行問卷調查，針對「自我具備能力」、「學習滿意度」、「產業適配性」與「就業傾向」，並以偏最小平方法（PLS-SEM）進行模型驗證分析。結果顯示，課程介入後，學生在「溝通協作力」、「跨域解決力」與「知識整合力」等能力有顯著提升，學習滿意度與產業適配性亦同步提升。透過「異地共課共學」跨域協作實踐，學生在靜態思辨與動態實作中展現出更高的實戰能力，彰顯跨領域整合技能的關鍵性。建議技職教育機構應正視學生「解決問題」與「改變未來」的企圖心，透過場域導向、跨域整合與社會責任為核心的課程設計，提升學生專業競爭力與產業留任意願，進而培育具永續思維與實務能力的觀光整合人才，落實其多元價值與社會影響力。

A mismatch between tourism education and industry demands continues to hinder graduates’ career alignment and sector retention. This study integrates the concept of Design Thinking with the development of integrated tourism professionals, aligning with industry demands. Grounded in job competency frameworks, the research incorporates University Social Responsibility (USR) field practices and Project-Based Learning (PBL) to construct a human-centered, interdisciplinary, and problem-solving-oriented talent cultivation model. The model aims to enhance students’ communication, creativity, and practical abilities. Adopting a longitudinal design, the study implemented curriculum interventions across two academic years in two required undergraduate courses: Introduction to Tourism and Tourism Psychology and Behavior. The first year focused on building foundational integrated tourism competencies; the second emphasized taskoriented within sustainable community settings. This approach encouraged students to engage with local issues through interdisciplinary collaboration, fostering deeper awareness and responsiveness to real-world contexts. Data were collected pre- and postintervention to measure students’ self-perceived competencies, learning satisfaction, industry adaptability, and career intention, and were analyzed using PLS-SEM. Results revealed significant improvement in students’ collaboration and communication skills, interdisciplinary problem-solving abilities, and capacity for knowledge integration. The “cross-site, co-learning” model of collaborative practice enabled students to demonstrate stronger applied skills through both reflective thinking and hands-on practice, underscoring the importance of integrated competencies. The study recommends that vocational higher education institutions acknowledge students’ aspirations to “solve problems” and “create change for the future” by implementing curriculum designs that are field-driven, interdisciplinary, and socially responsible. This study highlights the value of field-oriented, interdisciplinary, and socially responsible curriculum design in enhancing students’ professional competitiveness and commitment to the tourism industry, thereby cultivating sustainable, practice-ready tourism professionals with diverse social impact.