奈米科技領域從業人員之專業職能研究

Abstract

近期許多研究活動與奈米科學相關之趨勢，促使奈米科技人力培養及發展成為新興科技進展之重要挑戰，其中，又以各階層之人力資源訓練及發展為影響奈米科技成功與否之關鍵因素。為有效發揮奈米科技潛力以增進社會福祉，必須具備充足人力以從事研究、發展及製造工作，因應此需求，自2000年起，全球大專院校開始投入於開設奈米科技相關之大學及研究所層級之學程。然而，綜觀目前大專院校之奈米科技相關教育研究，發現其缺乏奈米科技學程之完整分析，以及利害關係人期望之核心奈米職能為何之深入探究。因此，本研究意圖根據成果導向教育(outcome-based education)及職能觀點(competence-based perspectives)，採用課程地圖及Q方法探索臺灣高等教育之奈米科技學程，以進行學程規劃及職能定義，並突顯利害關係人對奈米科技職能之獨特觀點及共通模式。本研究針對臺灣9所大學、共計13個奈米科技相關之大學及研究所學程所開設的600門課程進行深入分析，建構出四個奈米科技課程地圖，並將由課程地圖所萃取之47個重要職能進一步運用於Q方法中。 本研究招募33位Q受試者針對47個Q描述進行排序，並於排序後進行訪談。根據Q排序及論述分析結果，可將受試者期望大學畢業生應具備之奈米科技職能的主觀意見區分為四類，包含奈米特定技能及個人特質導向、基礎知識及個人特質導向、奈米核心及特定知識導向、以及奈米核心知識導向。雖然各類型所強調之重要職能有所不同，但奈米材料、獨立思考能力、解決問題能力、以及創新為共通之奈米核心職能。本研究結果將提供奈米科技教育之教學設計及課程地圖運用建議。

The preparation and development of nanotechnology workforce represent a major challenge for the new technology progress in coming decades since most recent research activities of all varieties are directed towards nanoscience. One of the key factors determining nanotechnology success lies in training and development of human resources at all levels. A sufficient workforce for research, development and manufacturing is required for nanotechnology to reach its full potential to contribute to our society. As a result of this trend, many universities around the world have been devoted to the establishment of undergraduate and graduate nanotechnology programs since 2000. However, what seems lack of current nanotechnology university education studies is a thorough analysis of nanotechnology curriculum, and investigation of what the expected nanotechnology core competences really are of related stakeholders. Research on university nanotechnology curriculum of the present study aims to introduce a new approach to curriculum planning and competence identification based primarily on outcome-based education and competence-based perspectives, as well as to highlight the unique viewpoints and patterns toward nanotechnology competences expressed by stakeholders. To achieve this study purpose, curriculum mapping and Q methodology are employed as a tool to explore nanotechnology curricula in higher education in Taiwan. The 600 course syllabi collected from thirteen nanotechnology-related undergraduate and graduate programs in nine leading universities in Taiwan are analyzed. Four curriculum maps of nanotechnology of the university level are constructed and verified. Besides, the extracted competences from curriculum mapping are further employed by Q methodology. Thirty-three Q participants are recruited to sort the 47 Q statements and conduct the postsorting interviews. Based on the results of Q sorting and discourse analysis, four factors of subjective viewpoint toward expected general nanotechnology competences of university graduates are presented, including nano-sepcific skill and personal attributes oriented viewpoint, basic knowledge and personal attributes oriented viewpoint, nano core and specific knowledge oriented viewpoint, and nano core knowledge oriented viewpoint. Although the emphases are put to dissimilar statements by different factors, nanomaterials, independent thinking ability, solve problem ability, and innovation, together construct the core nanotechnology competences. In conclusion, implications of instructional design features as well as important applications of the developed curriculum maps for the preparation of nanotechnology education are discussed.