英文摘要 |
Past leadership courses have not integrated application in their curriculum design, which prevented students from learning procedural expertise. Students were often out of touch with industry and social demands. Thus, to enhance students' integration of learning and application as well as their awareness of social responsibility, this course adopts the ''problem-based learning'' method and is designed to present ''problems'' to be solved collectively as a team throughout the semester. Businesses are invited to participate and lead students into social environments to propose solutions collaboratively. The study applies the action research, connecting teaching assistants with business representatives in leading 17 students of the course to plan outdoor walking activities for the elderly in neighboring aging communities. Through group work, team building, business and industry demand surveys, event planning and design, marketing, and event execution, students can run the programs themselves and experience the essential meaning of the leadership course. In the process, a diversified range of data is collected, including student feedback on the course, student interviews and observations, teaching assistant interviews and meeting minutes, and teachers' notes. Together with the outcomes of questionnaire surveys and teaching evaluations, results indicate that the course successfully achieves the goals of ''application of acquired knowledge,'' ''industry - academia collaboration,'' ''implementation in society,'' and ''cultivating soft power.'' |