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國際學生滿意度和服務期望研究:以靜宜大學為例

為了解決Ministry of Educatio的問題，作者孫紹綾 這樣論述：

This study aimed to explore international students’ satisfaction with campus services. The research focused on international students who have studied at Providence University for at least 6 months. This study investigated how academic services, campus environment, administrative services, and inte

rnational students’ social engagement would influence their perspectives on the services offered by Providence University. Qualitative research was applied to this study to explore international students’ insights. Additionally, to fulfill the purposes of the research, a semi-structured interview wa

s conducted. Twenty international students were recruited in the interview to indicate their satisfaction they perceived toward campus services.Results in this study were analyzed by content analysis. The findings reveal that international students are highly satisfied with campus environment at Pro

vidence University. It also reveals international students’ contentment toward administrative services and their ability to adapt to campus. Although results show much dissatisfaction with academic services, students still hold positive perspectives with the overall campus services. The findings of

this research may not only benefit Providence University by indicating services that should be addressed or enhanced, but also assist to further develop an outstanding international image.

探討高職學生對業界專家協同教學的學習滿意度- 以日文觀光課程為例

為了解決Ministry of Educatio的問題，作者安靜 這樣論述：

隨著時代變遷和產業進步，臺灣產業結構已逐漸從單一規模經濟轉向創造更高產值為重的跨產業整合範疇經濟。臺灣高職教育必須培養具備創新思考能力與實踐及跨領域整合能力的人才。而當前的高職教師大都局限於單一課程知識傳授，缺乏職場實際操作技能和最新資訊，無法在課堂上實現經驗學習。如何提升和加強高職學生的實踐技能越來越受到教育機構、企業、學者和社會的關注。引進業界專家協助實務教學不僅帶給學生專業的知能，同時也讓科任老師增能。因此，業師協同教學成為當前臺灣高職教育提倡的策略。學生的學習滿意度是衡量業師協同教學實施成效的重要標準，其結果可以幫助業師和科任老師瞭解課程的缺失加以改善，提升學習成效，增進學生的利益。

對學校而言，業界協同教學可以為學生提供有品質，有特色的學習課程，並在教育市場贏得口碑。2018年開始至今，研究者有機會以業師身份，在南臺灣的一所高職執行日語觀光課程的業師協同教學計畫。這個研究是研究者以自己的親身經驗提供第一手資料，通過質性案例研究的方法，探討學生在課程中對業師協同教學的學習滿意度及對學習滿意度有影響的促進因素和阻礙因素。通過研究發現,高三的學生高度滿意業師協同教學模式在課程中的運用，且發現課堂教學（包含教學態度，教學內容，教學策略和方法，專業知識和技能，符合學生需求），學習成果和學生興趣是影響學習滿意度的三個關鍵因素，这三者既是促進因素，也是阻礙因素。針對研究結果與結論，本文

還提出一些研究者之反思，及未來可能的研究方向。關鍵詞：學習滿意度，業師協同教學，高級職業中學，經驗學習，日文觀光課程