大學學生宿舍管理與輔導人員工作經驗之研究－以東吳大學為例

Abstract

本研究以東吳大學為例，以質性研究方法探討大學學生宿舍輔導員的工作經驗。研究對象為東吳大學5位現職宿舍輔導員，運用半結構式與深度訪談，以研究參與者事後檢核、同儕檢核以及厚實敘寫，強化研究信實度。研究結果如下：一、本研究發現宿舍輔導員行政事務經驗與須具備之專業能力，內容包含：（一）共通性的例行工作事項；（二）各自的行政業務。 二、本研究發現宿舍輔導員意外事件處理經驗與須具備之專業能力，內容包含：（一）宿舍內的高關懷個案：當宿舍輔導員擁有高度的責任感，卻無法平衡專業與生活及身心健康，並且缺乏諮詢與助人技巧時，容易加劇宿舍輔導員過勞的情況。宿舍輔導員的相關教育訓練與實務經驗須雙管齊下，提升專業能力；（二）校外宿舍的外患－與社區鄰居共處：如何融入當地社區、與社區建立友好關係並化解衝突、鼓勵學生成為有責任感的公民，促進公共利益並展現大學的社會責任；選用有宿舍輔導與管理經驗的人員擔任校外宿舍輔導員可能較為合適；（三）宿舍重大危機處理需要整合其他資源：大型的宿舍危機事件考驗學生事務處對於校園危機處理、協調合作、衝突處理、決策能力等綜合學生事務專業能力之展現。 三、本研究發現宿舍輔導員學生輔導經驗與須具備之專業能力，內容包含： （一）住宿生生活輔導：住宿生知道宿舍輔導員的存在、宿舍的輔導與管理並非全然的角色衝突、宿舍輔導員須具備多元文化能力；（二）學生宿舍自治團體與宿舍同儕團體輔導：宿舍輔導員與宿舍學生自治團體教學相長，能者為師；面臨學生樣態不同，須多加觀察並調整領導方式；當宿舍同儕幹部比宿舍輔導員還資深，是助力也是阻力。 四、本研究發現宿舍輔導員推動活動方案經驗與須具備之專業能力，內容包含：（一）營造正向團體動力並支持學生展現創意：宿舍輔導員應用領導能力促進師生良好的互動，進而產生正向的團體動力推動宿舍活動方案的觀察與反思；（二）推動宿舍活動方案的觀察與反思：宿舍輔導員應用領導能力及反思能力，於宿舍活動方案創造學生於團體中互助之學習機會、提升對於宿舍的認同感，滿足學生的學習需求。 五、本研究發現宿舍輔導員的自我價值認同與挑戰，內容包含：（一）從學生的回饋中肯定自我；（二）從經驗傳承中肯定自我；（三）拿捏家庭與學務工作的平衡；（四）宿舍輔導員的專業能力養成很重要。 基於研究結果，建議包含：（一）發展宿舍輔導員督導制度，確保宿舍輔導員工作品質與經驗傳承；（二）建立宿舍輔導員夥伴關係，定期交流工作經驗，深化學生事務專業能力；（三）學校單位定期舉辦專門針對宿舍輔導員之專業培訓；（四）政府單位鼓勵分享學生宿舍管理與輔導工作之成果，倡導宿舍教育功能發展，提升我國大學教育品質。This study uses Soochow University as a case example and employs qualitative research methods to explore the work experiences of university residence hall counselors. The subjects of the study were five current residence hall counselors at Soochow University. Semi-structured and in-depth interviews were conducted, and the study employed member checks, peer reviews, and thick description to enhance research validity. The findings are as follows:1. The study found that the administrative experience of residence hall counselors and the professional competencies required include: (a) common routine tasks; and (b) individual administrative duties.2. The study identified the experience of handling unexpected incidents and the required professional competencies, which include: (a) High-care cases within the dormitory: When residence hall counselors have a high sense of responsibility but cannot balance their professional duties with personal life and well-being, and lack counseling and helping skills, it can exacerbate counselor burnout. Relevant education and practical experience are necessary to enhance professional abilities; (b) External issues with off-campus dormitories—coexisting with community neighbors: How to integrate into the local community, establish friendly relationships, resolve conflicts, encourage students to become responsible citizens, promote public interests, and demonstrate the university's social responsibility. Selecting individuals with experience in dormitory counseling and management might be more suitable for off-campus residence counselor roles; (c) Handling major dormitory crises requires integrating other resources: Major dormitory crises test the Student Affairs Office's ability to handle campus crises, coordinate cooperation, manage conflicts, and demonstrate comprehensive student affairs professional competencies. 3. The study found that the experience of student counseling by residence hall counselors and the required professional competencies include: (a) Guidance for resident students: Resident students need to be aware of the presence of residence hall counselors, recognize that counseling and management roles in the dormitory are not entirely conflicting, and counselors should possess multicultural competencies; (b) Counseling for student dormitory self-governance groups and peer groups: Residence hall counselors and student self-governance groups learn from each other, with the more capable ones serving as mentors. Facing different student types requires observation and adjustment of leadership styles. When peer leaders in the dormitory are more experienced than the residence hall counselors, it can be both an advantage and a challenge.4. The study identified the experience of promoting activity programs by residence hall counselors and the required professional competencies, which include: (a) Creating positive group dynamics and supporting students' creativity: Residence hall counselors should use leadership skills to foster good interactions between teachers and students, thus generating positive group dynamics to drive dormitory activity programs and reflection; (b) Observing and reflecting on promoting dormitory activity programs: Residence hall counselors should apply leadership and reflective skills to create opportunities for students to assist each other in the group, enhance their sense of belonging to the dormitory, and meet students' learning needs. 5. The study found that self-value recognition and challenges for residence hall counselors include: (a) Affirming oneself through student feedback; (b) Affirming oneself through experience inheritance; (c) Balancing family and work responsibilities; (d) The importance of developing professional competencies for residence hall counselors. Based on the research results, the following recommendations are made: (a) Develop a supervisory system for residence hall counselorsto ensure work quality and experience transfer; (b) Establish partnerships among residence hall counselors, regularly exchange work experiences, and deepen student affairs professional competencies; (c) Schools should regularly hold professional training specifically for residence hall counselors; (d) Government agencies should encourage the sharing of results in student dormitory management and counseling, advocate the development of dormitory education functions, and enhance the quality of higher education in the country.