論文使用權限 Thesis access permission:自定論文開放時間 user define
開放時間 Available:
校內 Campus:開放下載的時間 available 2027-05-13
校外 Off-campus:開放下載的時間 available 2032-05-13
論文名稱 Title |
案例大賽對公共管理專業學位碩士生職業關鍵能力的影響研究 The Effect of Case Competition on the Key Competencies of Students in Master of Public Administration Programs |
||
系所名稱 Department |
|||
畢業學年期 Year, semester |
語文別 Language |
||
學位類別 Degree |
頁數 Number of pages |
171 |
|
研究生 Author |
|||
指導教授 Advisor |
|||
召集委員 Convenor |
|||
口試委員 Advisory Committee |
|||
口試日期 Date of Exam |
2022-01-28 |
繳交日期 Date of Submission |
2022-05-13 |
關鍵字 Keywords |
同儕協作行為、教師指導行為、公共管理案例大賽、問題解決能力、團隊合作能力 teacher guidance behavior, public administration case competition, peer collaboration behavior, teamwork competency, problem solving competency |
||
統計 Statistics |
本論文已被瀏覽 424 次,被下載 0 次 The thesis/dissertation has been browsed 424 times, has been downloaded 0 times. |
中文摘要 |
案例大賽作為競賽性質的課外學術活動,對公共管理專業學位碩士生(students in Master of Public Administration programs, 以下簡稱MPA學生)職業關鍵能力的發展有重要意義。然而過去文獻對案例大賽與能力關係的探討較少,尤其缺乏深入的實證分析。本研究目的在於探究案例大賽是否會對MPA學生職業關鍵能力產生影響,以及參賽歷程中的重要因素會對MPA學生職業關鍵能力產生何種作用。在本研究中,職業關鍵能力限定為:團隊合作能力、問題解決能力;參賽歷程中的重要因素是指:教師指導行為、同儕協作行為。 本論文包含兩大部分。第一部分在衡量可用資源與有關條件(譬如,案例大賽每年的舉辦次數)後,採準實驗設計,使用「團隊合作能力量表」與「問題解決能力測驗」作為研究工具,選擇H校公共管理學院的三類二年級MPA學生為研究對象:(1)未參加案例大賽的學生(未參賽組);(2)報名參賽,提交了完整的案例及分析報告,但案例文本質量未被專家認可的學生(初賽組);(3)創作的案例文本質量較高,且進行過現場PK的學生(決賽組)。以共變數分析(ANCOVA)控制在學成績表現,觀察決賽組(n = 22)、初賽組(n = 22)、未參賽組(n = 22),三組學生團隊合作能力、問題解決能力的情況,並輔之以質性訪談。研究結果顯示:一、不同組別間的團隊合作能力差距會因在學成績的不同而有所差異:當在學成績處於相對較低水平時,決賽組團隊合作能力顯著高於未參賽組,初賽組與未參賽組則無顯著差異;當在學成績位於中間水平時,結果亦相同,不過三組間的差距變小;當在學成績處於相對較高水平時,三組間團隊合作能力的差異均不顯著。二、不同組別間問題解決能力的分數不會因在學成績的不同而有所差異:無論在學成績高低,決賽組問題解決能力均高於未參賽組,而初賽組與未參賽組間未有顯著差異。 第二部分以立意取樣的方式,使用「案例大賽參與經歷量表」、「團隊合作能力量表」與「問題解決能力測驗」作為研究工具,對2020年9月至2021年底參加過各類案例大賽的MPA學生(N = 262)施測,對結果進行多元迴歸分析。研究結果顯示:一、教師指導風格越民主,同儕協調越好,越有利於學生團隊合作能力的發展。二、教師指導風格越民主,指導能力越強,越有利於學生問題解決能力的發展。 根據以上發現,筆者提出建議,以作此項賽事之指導及未來有關研究之參考。 |
Abstract |
As a competitive extracurricular academic activity, the case competition is of great significance to the development of key competencies of students in Master of Public Administration programs (hereinafter referred to as MPA students). However, in the past, the literature had little discussion on the relationship between case competition and competencies, and in-depth empirical analysis was even scarcer. The purpose of this study is to explore whether case competitions will have an impact on MPA students' key competencies, and how do important factors in the competition process affect the key competencies of MPA students? In this study, the key competencies examined are: teamwork competency and problem-solving competency; the important factors in the process of competition are: teacher's guiding behavior and peer cooperation behavior. This research conducted two studies. In light of circumstances, such as the number of competitions held each year, Study 1 adopted a quasi experimental design. The "Teamwork Competency Scale" and "Problem Solving Competency Test" were used as research tools. Three groups of second year MPA students in the H University participated in Study 1. They were (a) students who joined a case competition in H University and succeeded to enter the final round (finalist group); (b) students who joined the competition but failed in the preliminary round (preliminary group); and (c) students who did not participate in the competition (control group). The aforementioned tools were administered to these groups (n = 22 for each) and the scores were compared by covariate analysis (ANCOVA), with the students’ academic performance as covariate. Six students also received a follow-up interview. The results showed that the gap of teamwork competency between groups was qualified by academic achievement. When the academic achievement was at a relatively low level, the teamwork competency of the final group is significantly higher than that of the control group, and there was no significant difference between the preliminary and control group; when the academic achievement was at the middle level, the results were the same, but the gap between the three groups becomes smaller; when the academic achievement was at a relatively high level, the difference of teamwork competency among the three groups was not significant. However, the group difference of problem-solving competency did not vary across levels of academic achievements. Regardless of academic achievement, the problem-solving competency of the final group was higher than that of the control group, whereas there was no significant difference between the preliminary and control group. Study 2 was a survey of students who had joined case competitions. The variables studied here were also different from those in Study 1. This survey used the "Case Competition Participation Experience Scale," "Teamwork Competency Scale," and "Problem Solving Competency Test" as research tools. These were administered to 262 MPA students who participated in various case competitions from September 2020 to the end of 2021, and the results were analyzed by multiple regression analysis. The results suggested that (a) both democratic guidance style and good team coordination are beneficial to teamwork competency; and (b) the more democratic the teacher's guidance style is, and/or the stronger the teacher's guidance competency is, the higher will be students' problem-solving competency. Based on findings from the above studies, several recommendations were made for future studies and how students may benefit more from case competitions. |
目次 Table of Contents |
論文審定書 ⅰ 誌謝 ⅱ 中文摘要 ⅲ 英文摘要 ⅴ 第1章 緒論 1 1.1 研究背景 1 1.2 研究動機與研究問題 4 1.3 名詞釋義 5 第2章 文獻回顧 7 2.1 職業關鍵能力 7 2.2 釐清參賽歷程中可能影響MPA學生能力的因素 15 2.3 梳理研究現狀 確定分析事項 18 2.4 案例大賽影響MPA學生能力之路徑剖析 24 2.5 團隊合作能力之測量 26 2.6 問題解決能力之測量 34 第3章 研究設計與實施 37 3.1 研究設計 37 3.2 研究假設 43 3.3 研究對象 45 3.4 研究工具 47 3.5 問卷預試結果分析 59 3.6 實施程序 68 第4章 研究結果與討論 70 4.1 三組MPA學生團隊合作能力之比較分析 70 4.2 三組MPA學生問題解決能力之比較分析 75 4.3 參賽經歷對MPA學生團隊合作能力與問題解決能力的影響 78 第5章 結論與建議 92 5.1 研究結論 92 5.2 研究貢獻 97 5.3 研究限制與建議 99 參考文獻 102 附錄1 團隊合作能力量表內容效度專家評鑒結果彙整表 114 附錄2 問題解決能力測驗內容效度專家評鑒結果彙整表 120 附錄3 公共管理案例大賽參與經歷量表內容效度專家評鑒結果彙整表 130 附錄4 公共管理碩士(MPA)案例大賽參加經歷與職業能力的問卷調查(預試) 141 附錄5 公共管理碩士(MPA)案例大賽參加經歷與職業能力的問卷調查(正式) 148 附錄6 開放式引導問卷 155 附錄7 口試委員提問與答覆表 157 |
參考文獻 References |
中文文獻 于洪衛(2012)。論案例分析比賽的由來、發展與作用——近年來國內外案例分析比賽回顧與啟示。現代教育科學,(7),87-91, 94。 王文科(1991)。教育研究法。五南。 王亞娜、金麗馥、毛罕平(2019)。學科競賽中大學生創新績效影響因素分析。高校教育管理,13(5),104-114。 王怡又、黃義良(2020)。一所科技大學競賽團隊學生學習歷程之探究。教育理論與實踐學刊,42,1-27。 王效傑(2005)。我國職業能力教育的反思與建言。職業技術教育,(15),27-29。 吳明隆、凃金堂(2012)。SPSS與統計應用分析。東北財經大學出版社。 吳雪萍(2000)。培養關鍵能力:世界職業教育的新熱點。浙江大學學報(人文社會科學版),(6),57-59。 呂巾嬌、劉美鳳、史力範(2007)。活動理論的發展脈絡與應用探析。現代教育技術,1,8-14。 呂景泉(2007)。德國職業教育中的關鍵能力培養。天津職業院校聯合學報,3,3-5, 28。 李懷康(2007)。職業核心能力開發報告。高等職業教育(天津職業大學學報),16(1),4-8。 林國耀(2006)。大學生學習能力的量表編制與現狀測查研究【未出版碩士學位論文】。福建師範大學,福州。 凃金堂(2009)。教育測驗與評量。三民書局。 施能傑(2012)。政府訓練機構運用個案教學法的執行分析:公務人員薦任升簡任官等訓練個案。東吳政治學報,30(4),1-9。 胡昌送、盧曉春、李明惠(2011)。關鍵能力培養策略的發展研究。職教論壇,(6),22-25。 胡建波、湯伶俐(2008)。職業能力的內涵與要素分析。職教論壇,(4),25-27。 唐以志(2000)。關鍵能力與職業教育的教學策略。職業技術教育,(7),8-11。 徐自強、張靜潔、尹雷(2019)。公共管理類專業案例大賽嵌入型人才培養模式探索。當代教育理論與實踐,11(4),70-79。 徐朔(2006a)。關鍵能力培養理念在德國的起源和發展。外國教育研究,6,66-69。 徐朔(2006b)。論關鍵能力和行動導向教學——概念發展、理論基礎與教學原則。職業技術教育,(28),11-14。 高宏、高翔(2006)。對我國職業教育中關鍵能力研究的思考。河北師範大學學報(教育科學版),(6),69-73。 張志豪(2000)。高中生活科技課程創造思考教學對學生學習成效之影響【未出版碩士學位論文】。國立台灣師範大學,台北。 張東海(2013)。研究生指導效果及其影響因素的調查研究。復旦教育論壇,(2),37-41。 郭伯銓(2001)。應用全球信息網培養國中學生問題解決能力之實驗研究【未出版碩士學位論文】。國立高雄師範大學,高雄。 陳向明(2000)。質的研究方法與社會科學研究。教育科學出版社。 陳宇(2003)。職業能力以及核心技能。職業技術教育,(33),26。 曾璽佳(2008)。指導教師領導行為對高職學生學習滿意度影響之研究【未出版碩士學位論文】。國立台灣師範大學,台北。 童山東(2006)。職業核心能力培養探索。深圳信息職業技術學院學報,(3),60-68。 黃茂在、陳文典(2004)。問題解決的能力。科學教育月刊,273,21-41。 葉乃慈、蔡樹旺(2009)。影響小學學童自然與生活科技問題解決能力相關因素之研究。第二十五屆科學教育學術研討會論文發表會。台北:國立台灣師範大學。 詹秀美、吳武典(2007)。新編問題解決測驗。心理出版社。 蔡武光(2011)。工科技藝競賽指導教師領導行為與領導效能關係之研究【未出版碩士學位論文】。國立彰化師範大學,彰化。 鍾瑞國(2004)。不同合作學習問題導向教學對技專校院企管系學生團隊合作能力與實務能力提升之研究——以行銷企劃實務為例(計劃書編號:NSC93-2516-S-018-005-)。彰化,國立彰化大學。 龐世俊(2009)。美、英、德、澳四國綜合職業能力內涵的比較。中國職業技術教育,(4),67-70。 譯著(英文譯本) Lynn, L. E. (2001). 公共管理案例教學指南(郄少劍等譯;第1版)。北京人民大學出版社。(原著出版於1999) 日韓文獻 相川充, 高本真寛, 杉森伸吉, & 古屋真. (2012). 個人のチームワーク能力を測定する尺度の開発と妥当性の検討. 社会心理学研究, 27(3), 139-150. 김명소, & 한영석. (2010). 팀웍 역량의 구성요인 탐색 및 진단도구 개발: 남녀 대학생을 중심으로. 한국심리학회지: 여성, 15(1), 129-153. 英文文獻 Aguado, D., Rico, R., Sánchez-Manzanares, M., & Salas, E. (2014). Teamwork Competency Test (TWCT): A step forward on measuring teamwork competencies. Group Dynamics: Theory, Research, and Practice, 18(2), 101-121. Ali, M. K., Grund, J. M., & Koplan, J. P. (2011). Case competitions to engage students in global health. The Lancet, 377, 1473-1474. Athanasaw, Y. A. (2003). Team characteristics and team member knowledge, skills, and ability relationships to the effectiveness of cross‐functional teams in the public sector. International Journal of Public Administration, 26(10-11), 1165-1203. Bader, R. (1989). Berufliche Handlungskompetenz. Die berufsbildende Schule, 41(2), 73-77. Baker, D. P., Horvath, L., Campion, M., Offermann, L., & Salas, E. (n.d.). Teamwork course material (pp. 1-27). In D. Crookall (Ed.), Teamwork. The University of Nice Sophia Antipolis. Retrieved March 15, 2021 from http://www.unice.fr/crookall-cours/teams/docs/TEAMWORK.pdf Baker, D. P., Salas, E., King, H., Battles, J., & Barach, P. (2005). The role of teamwork in the professional education of physicians: Current status and assessment recommendations. The Joint Commission Journal on Quality and Patient Safety, 31(4), 185-202. Basaiawmoit, R. V., & Wagner, K. (2015). An autoethnographic perspective of social entrepreneurship focused student case-competitions and its impact on entrepreneurship education and learning. eLearning, 12, 1-14. Bransford, J. D., & Stein, B. S. (1993). The IDEAL problem solver: A guide for improving thinking learning and creativity(2th ed.). W. H. Freeman. Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in undergraduate education: A measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education, 42(3), 378-397. Cannon-Bowers, J. A., Tannenbaum, S. I., Salas, E., & Volpe, C. E. (1995). Defining team competencies and establishing team training requirements. In R. Guzzo, E. Salas, & Associates (Eds.), Team effectiveness and decision making in organizations (pp. 333-380). Jossey-Bass. Canto-Sperber, M., & Dupuy, J. P. (1999). Competencies for the good life and good society: A philosophical perspective. OECD. Cattell, R. B. (1965). The scientific analysis of personality. Penguin Books. Catts, R. (2004). Lifelong learning and higher education: Reflections and prospects. A keynote paper presented at the 3rd International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia. Chelladurai, P., & Saleh, S. D. (1980). Dimensions of leader behavior in sports: Development of a leadership scale. Journal of Sport Psychology, 2(1), 34-45. Chen, G., Donahue, L. M., & Klimoski, R. J. (2004). Training undergraduates to work in organizational teams. Academy of Management Learning & Education, 3(1), 27-40. Christian, M. S., Edwards, B. D., & Bradley, J. C. (2010). Situational judgment tests: Constructs assessed and a meta‐analysis of their criterion‐related validities. Personnel Psychology, 63(1), 83-117. Claus, A. M., & Wiese, B. S. (2019). Development and test of a model of interdisciplinary competencies. European Journal of Work and Organizational Psychology, 28(2), 191-205. Conde, M. Á., Rodríguez-Sedano, F. J., Rodríguez-Lera, F. J., Gutiérrez-Fernández, A., & Guerrero-Higueras, Á. M. (2021). Assessing the individual acquisition of teamwork competence by exploring students’ instant messaging tools use: The WhatsApp case study. Universal Access in the Information Society, 20(3), 441-450. Corner, P. D., Bowden, S., Clark, D., Collins, E., Gibb, J., Kearins, K., & Pavlovich, K. (2006). Grounded learning from a strategy case competition. Journal of Management Education, 30(3), 431-454. Cotton, K. (1998). Education for lifelong learning: Literature synthesis. Northwest Regional Educational Laboratory, School Improvement Program. Courtney, B., & Etchegary, H. (2003). CES case competition: A Newfoundland and Labrador chapter perspective. The Canadian Journal of Program Evaluation, 18(1), 107-111. D’Alonzo, K. T. (2004). The Johnson-Neyman procedure as an alternative to ANCOVA. Western Journal of Nursing Research, 26(7), 804-812. Damnjanović, V., Proud, B., & Ruangwanit, N. (2018). Perceived benefits and issues of student learning in business case competition comparison study of Serbia, Australia and Thailand. Athens Journal of Education, 5(1), 43-59. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037. Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580-590. Deleon, L., & Killian, J. (2000). Comparing modes of delivery: Classroom and on-line (and other) learning. Journal of Public Affairs Education, 6(1), 5-18. Denison, D. V., & Kim, S. (2019). Linking practice and classroom: Nonprofit financial management curricula in MPA and MPP programs. Journal of Public Affairs Education, 25(4), 457-474. D'zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the social problem-solving inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2(2), 156-163. D'Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2002). Social problem-solving inventory--revised (SPSI-R). Multi-Health Systems. Ellis, A. P., Bell, B. S., Ployhart, R. E., Hollenbeck, J. R., & Ilgen, D. R. (2005). An evaluation of generic teamwork skills training with action teams: Effects on cognitive and skill‐based outcomes. Personnel Psychology, 58(3), 641-672. Evans, A., Morrison, J.K., & Auer, M. (2019). The crisis of policy education in turbulent times: Are schools of public affairs in danger of becoming irrelevant? Journal of Public Affairs Education, 25(3), 285-295. Fayol, H. (2016). General and industrial management. Ravenio Books. Fearon, C., van Vuuren, W., McLaughlin, H., & Nachmias, S. (2020). Graduate employability, skills development and the UK’s Universities Business Challenge competition: A self-determined learning perspective. Studies in Higher Education, 45(6), 1280-1297. Gamble, E. N., & Jelley, R. B. (2014). The case for competition: Learning about evidence-based management through case competition. Academy of Management Learning & Education, 13(3), 433-445. Gosain, S., Malhotra, A., & El Sawy, O. A. (2004). Coordinating for flexibility in e-business supply chains. Journal of Management Information Systems, 21(3), 7-45. Guest, A. M. (2008). Reconsidering teamwork: Popular and local meanings for a common ideal associated with positive youth development. Youth & Society, 39(3), 340-361. Halfhill, T. R., & Nielsen, T. M. (2007). Quantifying the “softer side” of management education: An example using teamwork competencies. Journal of Management Education, 31(1), 64-80. Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113. Harsell, D. M., Barsky, C., & Golas, S. (2022). Simulation efficacy and applicability: Reported learning from a virtual computer-based pandemic simulation on skill-based competencies among public affairs students. Journal of Public Affairs Education, 1-29. Haste, H. (1999) Competencies, psychological realities: A psychological perspective. OECD. Hastie, C., Fahy, K., & Parratt, J. (2014). The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students. Women and Birth, 27(3), 220-226. Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications. Haysbert, J.W. (1993, March), Anatomy of a national team case competition: Reflections of a winning team, paper presented at Annual Meeting of the American Educational Research Association, Atlanta, GA, United States. Hebles, M., Yaniz-Álvarez-de-Eulate, C., & Jara, M. (2019). Impact of cooperative learning on teamwork competence. Academia Revista Latinoamericana de Administración. 32, 93-106. Heijke, H., Meng, C., & Ris, C. (2003). Fitting to the job: The role of generic and vocational competencies in adjustment and performance. Labour Economics, 10(2), 215-229. Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. Hogarth, T., Shury, J., Vivian, D., & Wilson, R. (2001). Employers skill survey 2001. statistical report. Institute of Employment Research. Coventry: University of Warwick. Hoo, H. T. (2018). Negotiating self-and peer feedback on teamwork competencies with the use of reflective journals in higher education [Unpublished doctoral dissertation]. University College London. Huang, N. T. N., Chiu, L. J., & Hong, J. C. (2016). Relationship among students’ problem-solving attitude, perceived value, behavioral attitude, and intention to participate in a science and technology contest. International Journal of Science and Mathematics Education, 14(8), 1419-1435. Isaksen, S. G. (1995). CPS: Linking creativity and problem solving. In G. Kaufmann, T. Helstrup, & K. H. Teigen (Eds.), Problem solving and cognitive processes: A festschrift in honour of Kjell Raaheim (pp. 145–181). Fagbokforlaget Vigmostad & Bjørke AS. Jeotee, K. (2012). Reasoning skills, problem solving ability and academic ability: Implications for study programme and career choice in the context of higher education in Thailand [Unpublished doctoral dissertation]. Durham University. Kahney, H. (1986). Problem solving: A cognitive approach. Open University Press. Kearns, P. (2001). Generic skills for the new economy: A review of research relating to generic skills. National Center for Vocational Education Research, Adelaide. Klegeris, A., Bahniwal, M., & Hurren, H. (2013). Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting. CBE—Life Sciences Education, 12(1), 73-79. Klegeris, A., McKeown, S. B., Hurren, H., Spielman, L. J., Stuart, M., & Bahniwal, M. (2017). Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study. Higher Education, 74(5), 877-896. Klegeris, A., Gustafsson, E., & Hurren, H. (2018). Comparison of student marks obtained by an assessment panel reveals generic problem-solving skills and academic ability as distinct skill sets. Compare: A Journal of Comparative and International Education, 48(5), 674-685. Koh, E., Hong, H., & Seah, J. (2014, July). An analytic frame and multi-method approach to measure teamwork competency. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 264-266). IEEE. Koh, E., Shibani, A., Tan, J. P. L., & Hong, H. (2016, April). A pedagogical framework for learning analytics in collaborative inquiry tasks: An example from a teamwork competency awareness program. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 74-83). Kotlyar, I., Krasman, J., & Fiksenbaum, L. (2021). Virtual high-fidelity simulation assessment of teamwork skills: How do students react? Journal of Research on Technology in Education, 53(3), 333-352. Leach, D. J., Wall, T. D., Rogelberg, S. G., & Jackson, P. R. (2005). Team autonomy, performance, and member job strain: Uncovering the teamwork KSA link. Applied Psychology, 54(1), 1-24. Levine, H., Christian, N.J., & Lyons, B. P. (2013). Organizational change skill acquisition and change agency preparedness in U.S.NASPAA-accredited MPA programs. Journal of Public Affairs Education, 19(3), 479-492. Levy, F., & Murnane, R. (1999). Are there key competencies critical to economic success? The economics perspective. OECD. Longworth, N. (2003). Lifelong learning in action: Transforming education in the 21st century. Kogan Page Limited. Loughry, M. L., Ohland, M. W., & DeWayne Moore, D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67(3), 505-524. Lower, L. M., Newman, T. J., & Anderson-Butcher, D. (2017). Validity and reliability of the teamwork scale for youth. Research on Social Work Practice, 27(6), 716-725. McClough, A. C., & Rogelberg, S. G. (2003). Selection in teams: An exploration of the teamwork knowledge, skills, and ability test. International Journal of Selection and Assessment, 11(1), 56-66. Medeiros, J. A. (1974). The professional study of public administration. Public Administration Review, 34(3), 254-260. Mertens, D. (1974). Schlüsselqualifikationen. Thesen zur Schulung für eine moderne Gesellschaft. Mitteilungen aus der Arbeitsmarkt-und Berufsforschung, 7(1), 36-43. Nadal, C. T., Mañas, G. P., Bernadó, B. S., & Mora, C. A. (2015). Assessing teamwork competence. Psicothema, 27(4), 354-361. Nelson, A. G. (2018). Youth teamwork skills survey: Manual and survey. Science Museum of Minnesota. Nelson, A. L. G. (2017). Development and validation of a survey to measure perceived team communication skills in middle and high school STEM out-of-school time programs [Unpublished doctoral dissertation]. University of Minnesota. Newell, A., & Simon, H. A. (1972). Human problem solving. Prentice-Hall. Nykiforuk, C., Gavin, T., Yessis, J., Spencer, A., Lauzon, M., Pearce, N., & Cyarto, L. (2003). Students' perspective of the CES case competition. The Canadian Journal of Program Evaluation, 18(1), 101-106. OECD (2003), PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills, OECD Publishing. OECD (2013), PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy, OECD Publishing. Orlitzky, M., & Benjamin, J. D. (2003). The effects of sex composition on small-group performance in a business school case competition. Academy of Management Learning & Education, 2(2), 128-138. Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students' research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791-805. Parratt, J. A., Fahy, K. M., Hutchinson, M., Lohmann, G., Hastie, C. R., Chaseling, M., & O’Brien, K. (2016). Expert validation of a teamwork assessment rubric: A modified Delphi study. Nurse Education Today, 36, 77-85. Pearlin, L. I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behavior, 19(1), 2-21. Perrenoud, P. (1999). The Key to social fields: Essay on the competences of an autonomous actor. OECD. Phillips, T. N., & Wood, L. I. (2017). Teaching diversity through case competition. Journal of Learning in Higher Education, 13(2), 25-31. Porta, C. M., Kibuuka, R., Rwego, I. B., Nyatanyi, T., Mindje, M., Ndayambaje, B., & Alemu, B. (2020). Global one health case competition: Building capacity for addressing infectious threats. International Journal of Higher Education, 9(3), 262-268. Posey, S., Brady, J., Pate, K., Smith, J., & Peveto, S. (2018). Description and assessment of a pilot interprofessional education case competition activity. Currents in Pharmacy Teaching and Learning, 10(4), 505-510. Robbins, S. P. (1994). Organizational behavior(3rd ed.). Prentice Hall, Inc. Rousseau, V., Aubé, C., & Savoie, A. (2006). Teamwork behaviors: A review and an integration of frameworks. Small Group Research, 37(5), 540-570. Sachau, D. A., & Naas, P. A. (2010). The consulting challenge: A case competition. Journal of Management Education, 34(4), 605-631. Salas, E., Rosen, M. A., Burke, C. S., & Goodwin, G. F. (2009). The wisdom of collectives in organizations: An update of the teamwork competencies. In E. Salas, G. F. Goodwin, & C. S. Burke, (Eds.), Team effectiveness in complex organizations: Cross-disciplinary perspectives and approaches (pp. 39–79). Routledge. Seasons, M., & Myers, A. M. (2003). Reflections on the CES case competition: The coaches's perspective. The Canadian Journal of Program Evaluation, 18(1), 113-118. Siu, A. M., & Shek, D. T. (2005). The Chinese version of the social problem‐solving inventory: Some initial results on reliability and validity. Journal of Clinical Psychology, 61(3), 347-360. Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20(2), 503-530. Stevens, M. J., & Campion, M. A. (1999). Staffing work teams: Development and validation of a selection test for teamwork settings. Journal of Management, 25(2), 207-228. Sudzina, M. R. (1994a February). Mentoring and collaborating with cases: Developing the skills and resources to compete in a national case competition, paper presented at Annual Meeting of the Association of Teacher Educators, Atlanta, GA, United States (ERIC Document Reproduction Service No. ED 374 124).. Sudzina, M. R. (1994b October). Consequences of preservice participation in a national case competition, paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Chicago, IL, United States (ERIC Document Reproduction Service No. ED 376 161). Sudzina, M. (1995 April). Case competition as a catalyst to restructure the teaching and learning of educational psychology, paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, United States. (ERIC Document Reproduction Service No. ED 382 683). Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Pearson. Tallman, I., Leik, R. K., Gray, L. N., & Stafford, M. C. (1993). A theory of problem-solving behavior. Social Psychology Quarterly, 56, 157-177. Tjosvold, D. (1984). Cooperation theory and organizations. Human Relations, 37, 743-767. Veenman, M. V., Elshout, J. J., & Busato, V. V. (1994). Metacognitive mediation in learning with computer-based simulations. Computers in Human Behavior, 10(1), 93-106. Viles, E., Jaca, C., & Zárraga-Rodríguez, M. (2015, June). Teamwork competence assessment. In 1st International Conference on Higher Education Advances (HEAD'15) (pp. 42-49). Editorial Universitat Politècnica de València. Virtanen, A., & Tynjälä, P. (2018). Factors explaining the learning of generic skills: A study of university students’ experiences. Teaching in Higher Education, 24(7), 880-894. Waugh, W. L., Hy, R. J., & Brudney, J. L. (1994). Quantitative analysis and skill building in public administration graduate education. Public Administration Quarterly, 18(2), 204-222. Williams, J., Ayadi, O. F., & Hyman, L. M. (2010). A constructivist view: Using business case competition to achieve knowledge-by-exemplification, an alternative approach to integrative learning. Southwestern Business Administration Journal, 10(1), 38-53. |
電子全文 Fulltext |
本電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。 論文使用權限 Thesis access permission:自定論文開放時間 user define 開放時間 Available: 校內 Campus:開放下載的時間 available 2027-05-13 校外 Off-campus:開放下載的時間 available 2032-05-13 您的 IP(校外) 位址是 44.222.134.250 現在時間是 2024-10-15 論文校外開放下載的時間是 2032-05-13 Your IP address is 44.222.134.250 The current date is 2024-10-15 This thesis will be available to you on 2032-05-13. |
紙本論文 Printed copies |
紙本論文的公開資訊在102學年度以後相對較為完整。如果需要查詢101學年度以前的紙本論文公開資訊,請聯繫圖資處紙本論文服務櫃台。如有不便之處敬請見諒。 開放時間 available 2027-05-13 |
QR Code |