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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31385

    Title: 顧客關係管理導向的師資培育品質系統之發展 : 以淡江大學為例
    Other Titles: Application of CRM in developing teacher education quality system : a case study of Tamkang University
    Authors: 楊美雯;Yang, Mei-wen
    Contributors: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    Keywords: 顧客關係管理;師資培育;品質系統;Customer relationship management;Teacher Education;Quality System
    Date: 2006
    Issue Date: 2010-01-11 00:37:25 (UTC+8)
    Abstract: 本研究旨在運用全面品質管理和顧客關係管理的理念,以師資培育大學修讀教育學程學生(簡稱師資生)、實習教師和就業於中小學的校友教師(簡稱校友教師)等三類顧客的觀點,為淡江大學建構一個兼具系統概念和顧客導向的師資培育品質系統,期望經由顧客滿意的方式促進師資培育品質的提升,並提供師資培育機構持續品質經營和自我檢核之參考。
    The purpose of this study is to construct a teacher quality system based on the concept of TQM and CRM for TamKang University. It is hoped that the quality information collected from teacher education customers – pre-service students, student teachers, in-service teachers can be used for constructing a quality system which will provide guideline of self-evaluation for teacher education program.
    The investigation was conducted by questionnaire survey. The survey was mailed to 170 subjects, and 154 were responded (valid response rate =90.6%). The research results were summarized as follows:
    1.The teacher education quality system for TamKang University should include four system elements (input, process, output and feedback), 30 subsystem elements and 134 items.
    2.The quality system provided for pre-service students’ service includes 15 elements and 84 items.
    3.The quality system provided for student teachers’ service includes 10 elements and 36 items.
    4.The quality system provided for in-service teachers’ service includes 5 elements and 14 items.
    The suggestions of the research were summarized as follows:
    1.For The Center for Teacher Education of TamKang University
    1)Four system elements (input, process, output and feedback) should be included as the most important elements of teacher education quality system.
    2)Pre-service students, student teachers, and in-service teachers should be included as the most important clients of teacher education quality system.
    3)The most important ten items should be considered as the priorities for continuous improvement.
    4)The teacher education institution should dedicate to strengthen the linkage of educational theories and practices, in order to help pre-service students to be qualified teachers.
    5)The teacher education institution should strengthen “student teachers’ support system” and improve “cooperating teachers’ performance” in order to provide better services to the student teachers.
    6)The teacher education institution should strengthen “in-service teachers support system”, in order to provide better services to the in-service teachers. .
    7)The teacher education institution should build database of student customers in order to improve the services to its clients.
    2.For Future Research
    1)There is need to conduct a factor-analysis of the questionnaire, in order to achieve better and more valid research tool.
    2)There is need to revise and modify the quality system developed by this study, if other teacher education institutions want to use this system for their quality improvement.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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