大專校院餐飲(旅)管理系科學生餐飲管理專業能力之需求評估研究
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2004
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摘 要
本研究旨在(一) 建構大專校院餐飲(旅)管理系科學生餐飲管理所具備的認知、情意及技能層面專業能力因素構面；(二) 分析大專校院餐飲(旅)管理系科學生對餐飲管理專業能力之應具備程度與自評程度和需求評估；(三) 分析不同性別、學制、科系、就讀意願及實習經驗之大專校院餐飲(旅)管理系科學生餐飲管理專業能力之應具備程度之差異性；(四) 分析不同性別、學制、科系、就讀意願及實習經驗之大專校院餐飲(旅)管理系科學生餐飲管理專業能力之自評程度之差異性；(五) 探討大專校院餐飲(旅)管理系科學生餐飲管理專業能力之應具備程度和自評程度之相關性。本研究採問卷調查法，針對台灣大專校院餐飲(旅)管理系科學生進行普查。本研究結果以描述統計、因素分析、T檢定、變異數分析、Pearson 積差相關來進行統計分析。
經由本研究發現大專校院餐飲(旅)管理系科學生餐飲管理專業能力所具備的認知層面包含「規劃與管理」、「餐飲設計、產品與服務」、「環境保護與安全」、「組織與運作」與「相關知識」等五項因素構面。技能層面包括「效率管理」、「交易與人事管理」、「控管能力」、「應變管理」、「執行能力」、「人際溝通」與「國際性服務」等七項因素構面。情意層面則包含「工作承諾」、「自我情操」與「巨觀視野」等三項因素構面。餐飲(旅)管理系科學生評價認知、技能與情意層面之各項因素構面的應具備程度，僅「相關知識」屬於「應具備項目」，其他皆屬於「必備項目」。而受試學生對各項因素構面之自評程度皆屬於「普通程度」。依據本研究的「相對需求座標方格」評估出餐飲(旅)管理系科學生對於餐飲管理各項因素能力之需求狀況。不同性別、學制、實習經驗及工作經驗之學生在各因素構面所應具備的餐飲管理專業能力程度具有差異，而且不同性別、學制、科系、就讀意願、實習經驗及工作經驗之學生自評各因素構面的餐飲管理專業能力程度具有差異。此外，餐飲管理專業能力之應具備程度和自評程度有顯著的正相關。本研究結果可供餐飲人才培育與課程規劃之參考依據。
Abstract The purpose of this research were to (1) construct the factors of the cognition, skill and affection aspects of professional competences of food and beverage/hospitality management department students at college and university level； (2) analyze the required level and self-assess level of professional competency from students’ perception; (3) identify the needs of food and beverage management professional competences; (4) analyze the differences between the required level of professional competency from students’ perception with sexes, educational systems, departments, the students’ desire to enter a department, and practice experiences; (5) analyze the differences between the self-assess level of professional competency from students’ perception with sexes, educational systems, departments, the students’ desire to enter a department, and practice experiences. (6) explore the relationships between the required level and self-assess level of professional competency from students’ perception. The methods of questionnaire survey and census for food and beverage/hospitality management department students at college and university level in Taiwan were adopted. The data were analyzed by statistical analysis of descriptive statistics, factor analysis, t-test, one-way ANOVA, and Pearson correlation. The major findings of this study were as follows: Five factors of the cognition aspects of professional competences were: “planning& management”, “food and beverage design, product & service”, “environmental protection & safety”, “organization & operation”, and “relational knowledge”. The seven factors of the skill aspects of professional competences were: “efficiency management”, “transaction & personnel management”, “control competence”, “emergency management”, “executive competence”, “interpersonal communication”, and “international service”. The three factors of the affection aspects of professional competences were: “job commitment”, “self-sentiment”, and “macro-view”. All the factors of professional competences were assessed as required items, however the students were not well-prepared. The self-assess level of all factors were “ordinary degree”. The needs of professional competences were shown as “Relativity Need Coordinates Grid” (RNCG). The significant differences between the required level of professional competency with sexes, educational systems, practice experiences, and work experiences. The significant differences between the self-assess level of professional competency with different sexes, educational systems, departments, the students’ desire to enter a department, practice experiences, and work experiences. Besides, there was the positive correlation between the required level and self-assess level of professional competency. The conclusions can provide the reference resources for personnel training of food and beverage, and the design of food and beverage curriculum.
Abstract The purpose of this research were to (1) construct the factors of the cognition, skill and affection aspects of professional competences of food and beverage/hospitality management department students at college and university level； (2) analyze the required level and self-assess level of professional competency from students’ perception; (3) identify the needs of food and beverage management professional competences; (4) analyze the differences between the required level of professional competency from students’ perception with sexes, educational systems, departments, the students’ desire to enter a department, and practice experiences; (5) analyze the differences between the self-assess level of professional competency from students’ perception with sexes, educational systems, departments, the students’ desire to enter a department, and practice experiences. (6) explore the relationships between the required level and self-assess level of professional competency from students’ perception. The methods of questionnaire survey and census for food and beverage/hospitality management department students at college and university level in Taiwan were adopted. The data were analyzed by statistical analysis of descriptive statistics, factor analysis, t-test, one-way ANOVA, and Pearson correlation. The major findings of this study were as follows: Five factors of the cognition aspects of professional competences were: “planning& management”, “food and beverage design, product & service”, “environmental protection & safety”, “organization & operation”, and “relational knowledge”. The seven factors of the skill aspects of professional competences were: “efficiency management”, “transaction & personnel management”, “control competence”, “emergency management”, “executive competence”, “interpersonal communication”, and “international service”. The three factors of the affection aspects of professional competences were: “job commitment”, “self-sentiment”, and “macro-view”. All the factors of professional competences were assessed as required items, however the students were not well-prepared. The self-assess level of all factors were “ordinary degree”. The needs of professional competences were shown as “Relativity Need Coordinates Grid” (RNCG). The significant differences between the required level of professional competency with sexes, educational systems, practice experiences, and work experiences. The significant differences between the self-assess level of professional competency with different sexes, educational systems, departments, the students’ desire to enter a department, practice experiences, and work experiences. Besides, there was the positive correlation between the required level and self-assess level of professional competency. The conclusions can provide the reference resources for personnel training of food and beverage, and the design of food and beverage curriculum.
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餐飲管理, 餐旅管理, 專業能力, 需求評估, Food and beverage management, Hospitality management, Professional competences, Needs assessment