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

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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。本研究透過問卷調查的方式來瞭解三類學生顧客對於師資培育品質系統內涵的重要程度看法，共發出170份問卷，回收有效問卷154份，有效問卷回收率為90.6％。本研究之發現如下：一、淡江大學顧客關係管理導向的師資培育品質系統內涵，應包含輸入、過程、輸出、回饋等四個系統面向，30個元素，134項內涵。二、針對師資生所提供之服務內涵，共計15項元素，84項服務內涵。三、針對實習教師所提供之服務內涵，共計10項元素，36項服務內涵。四、針對校友教師所提供之服務內涵，共計5項元素，14項服務內涵。本研究亦提出以下之建議：一、對於淡江大學師資培育品質系統經營之建議（一）應全面性的考量「輸入」、「過程」、「輸出」和「回饋」的系統元素面向，作為未來品質經營和自我檢核的重點。（二）以「針對師資生提供之服務內涵」作為未來品質經營之重點，亦須兼顧「針對實習教師和校友教師提供之服務內涵」。（三）依調查結果之前十項重要程度的師資培育品質系統內涵項目作為未來品質經營之優先考量。（四）針對師資生所提供之服務內涵，應將教育理論與實務並重，且盡力協助學生顧客通過教師資格檢定和獲取正式教師資格。（五）針對實習教師所提供之服務內涵，應加強「實習指導教師的表現」和「實習支援服務」。（六）針對校友教師所提供之服務內涵，應加強「校友教師支援服務」。（七）應落實顧客關係管理之理念，建置學生顧客資料庫。三、未來研究之建議（一）研究問卷之修正，未來可利用統計分析法之因素分析，以建立師資培育品質系統之建構效度。（二）若其他的師資培育大學欲將此系統作為自我檢核之用，需做適當的修正和改良。 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.
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