臺灣設計和應用藝術教育於專業知識與技能之供需調查及研究

Supply and Demand of Professional Knowledge and Skills in Design and Applied Arts Education in Taiwan

台灣產業發展已從「成本、彈性、速度」提升到「價值、創新、服務」的層次，設計與應用藝術教育所關注的議題焦點，業已從「量」轉移至「質」的方向。本調查研究之主要目的在透過學界和業界於專業人才供需上之差異了解，以探討學校教育於學生「素質」增進上所應注意的相關議題。歸納出58項相關專業教育發展所應關注之關鍵項目，並從層級觀點分析出學界與業界欠缺共識之項目內容，針對欠缺共識項目者，提出九種修正或補強學校專業教育之供給強度建議。此外，從業界人才需求角度得到幾項重要結果：（1）相對重要性方面，「設計專業知識」為最重要，「解決問題能力」次之，「團隊合作能力」再次之，「專業技術能力」則相對為最低，學校專業教育應注重知識面而非技術面之教學供給。（2）設計專業知識方面，「美學」知識為最重要，「商學」次之，「工學」與「法規」再次之，學界與業界在公認最重要的美學知識方面可說是毫無共識，學校專業教育之內容與方法應做大幅度之修正或調整。（3）解決問題能力方面，「問題觀察能力」、「創造力」和「實踐力」三者等同重要。（4）團隊合作能力方面，「統合協調能力」高於「跨領域溝通與學習能力」，「職業道德與操守」重於「人格特質」。（5）專業技術能力方面，「構想傳達與溝通能力」為最重要，「資訊運用能力」次之，「基本工具操作能力」再次之。

The development of industries in Taiwan has shifted from the emphasis of 'cost, flexibilit, and speed' to that of 'value, innovation, and service.' Similarly, the foci of design and applied arts education have also stressed more on quality than on quantity. This survey research aims to explore the difference in supply and demand of talents between the academia and industry, and to gain insights into ways for improving student quality through better education programs. In this stud, 58 critical elements in art and design education programs are derived and analyzed. Among them, those with the least consensus between the academia and industry are identified. In terms of talent demand from the industry point of view, we found the following. （1） Among the four major dimensions in art and design education, 'Professional knowledge' is ranked the most important, followed by 'Problem-solving capability' and 'Teamwork skill', with 'Professional skills' being the least, indicating that formal educational programs should concentrate more on providing professional knowledge rather than skill training. （2） Among the elements in each dimension, the order of importance for professional knowledge is 'Aesthetics'>'Business'>'Engineering'>'Laws/regulations'. Surprisingly, there is no common understanding between the scholars and practitioners regarding the element of 'Aesthetics', which is considered by both of most significance, implying that major modifications in both course content and teaching pedagogy are necessary. （3） As for 'Problem-solving capability', all three elements, namely 'Observation power', 'Creativity' and 'Ability to achieve' are deemed equally important. （4） In the 'Teamwork skill' dimension, 'Coordination capability' is given the highest priority, followed by 'Cross-disciplinary communication and learning' while 'Professional ethics' is of greater importance than 'Personal characteristics'. （5） As for 'Professional skills', 'Concept visualization and communication' is considered the most essential, followed by 'Ability to utilize information' and Ability to operate basic tools. Accordingly, nine suggestions are made for improving the curriculum with a greater emphasis on providing professional knowledge.