探討工業設計系學生面臨的困擾及生涯輔導需求對設計教育的意涵

A Study on the Difficulties and Career Guidance Needs of Industrial Design Students: Implications for Design Education

工業設計專業涵蓋多種領域，具備綜合不同學門知識的特性。大學工設系目前透過多元入學管道招收不同背景高中職生，因此其性向、能力、及生涯目標可能會有所差異。學生就讀後也可能面臨各種困擾，因而衍生出對生涯輔導的迫切需求。本文是探討有關大學工業設計系學生生涯輔導需求及輔導模式建構的系列研究之一，主要是以學生觀點為主，了解來自不同高中職背景工設學生面臨的困擾及所衍生的生涯輔導需求內涵。本研究共組成8個焦點團體，包括大一、大四各2個團體，二技生、設計及非設計背景高職生、及普通高中生等各1個團體，訪談二所大學總計56名工設系學生。工設系學生面臨的困擾包括：學生的背景差異各有不同難題；學習壓力大、挫折感重；作業多、生活忙碌、缺乏社團及休閒生活；設計競爭激烈，影響同儕互動；材料花費高，經濟壓力大；對未來感到徬徨擔心；師生互動不夠。此外，受訪學生的生涯輔導需求包括：1）探索及了解自己的興趣、性向、及技能，2）了解工設工作世界，3）了解自我與工設職業媒合與否，4）了解目前所學與未來就業的關連，5）協助實習及就業安置，6）了解進修管道及考試資訊，7）了解如何規畫生涯及作抉擇，及8）提供生涯諮詢及角色典範。最後探討這些發現對設計教育的意涵，並針對後續研究提出建議。

Industrial design, as a profession, covers quite a wide range of know ledge and skills. Industrial design programs in universities nowadays recruit students from senior high schools and senior vocational schools through different channels. As a consequence, industrial design majors may vary considerably in their abilities, aptitudes, and career goals. On the other hand, enrolled students also face different problems, and are thus in urgent need of career guidance. This paper investigates the difficulties faced by industrial design students and their career guidance needs. Eight focus groups comprising a total of 56 industrial design majors from two universities were interviewed. The focus groups included freshmen, seniors, graduates of senior high schools and vocational high schools, with or without a design background. The different problems encountered were: 1） high learning pressure and frustration; 2） heavy workload depriving them of extra-curricular activities and leisure; 3） competition among classmates influencing peer relationships; 4） high costs of materials resulting in financial pressure; 5） feeling of uncertainty and worries about the future; and 6） insufficient interaction between faculty and students. In addition, their career guidance needs include; 1） exploring their own aptitudes and interests; 2） a better understanding of the industrial design profession; 3） examining whether their personalities suit the industrial design profession; 4） understanding the relationship between the curriculum and what their future job requires; 5） assistance in finding internship and employment; 6） information about advanced studies and qualifying exams; 7） guidance on planning and choosing their career; and 8） providing career consultation and role models. According to these findings, some implications for design education and further research are thus proposed.