大學共通職能教育：融入專業課程取向

Generic Competency Education in Universities: An Approach to Integrating into Professional Curriculum

共通職能乃就業力重要因素，卻可能被大學忽略。本文以大學生共通職能教育為探究焦點。首先，析論共通職能的意涵與培養途徑。其次，反思一所大學實施情況，針對專業課程融入共通職能教育提出建議。共通職能項目多元。參與社團、志工服務、擔任幹部或工讀等非學科課程，有助於共通職能的養成。通識教育部份課程，也有助益。專業課程學習內容與情境和學生畢業後就業職場與工作密切相關，且佔有較高學分比例。將共通職能培養融入專業課程，可獲得更好成效。系科可針對學生共通職能表現與業界需求選擇強化目標。共通職能教育可於學生入學即融入每一專業課程。共通職能學習目標的設定，宜以每一專業課程教學目標為基礎。各科教學內容，仍聚焦於專業知能的學習。課程實施方式與學習成效評量，應充份對應專業與共通職能學習目標。大學可透過課程大綱或教學計畫格式的設計及工作坊或研習活動的辦理，引導授課教師理解共通職能的意涵和培養方法，並加以落實。

Generic competencies are essential components of employability, yet they are often overlooked in university education. This paper examines the cultivation of generic competencies among undergraduates. First, it explores the definition of generic competencies and various approaches to their development. Second, drawing on reflections from institutional practices, the paper proposes strategies for integrating generic competencies into professional courses. Generic competencies encompass a wide range of transferable skills. Non-disciplinary activities—such as participation in student clubs, volunteer services, part-time employment, and roles as class officers or committee members—contribute to their development. General education courses can also enhance these competencies. However, as professional courses account for a major portion of credit hours and are closely aligned with future employment contexts and responsibilities, integrating generic competency development into these courses is expected to yield more effective outcomes. Departments may select targeted competencies based on student performance and industry needs. The integration process can begin with the design of university curricula, where the learning objectives of generic competencies are aligned with those of professional knowledge. While course content continues to focus on domain-specific knowledge and skills, instructional strategies and assessment methods should correspond to both sets of learning objectives. To ensure successful implementation, universities can support faculty through the development of curriculum guidelines, teaching plan templates, and faculty development initiatives such as workshops and training programs.