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研究生:張文龍
研究生(外文):Wen-Lung Chang
論文名稱:創新能力之建構因素分析~以台灣設計科系學生為例~
論文名稱(外文):An Analytic Study on the Constructional Relationship of Intrapersonal Factors Fostering Innovation Competency~Taking Taiwanese Students' Perspectives~
指導教授:巫銘昌巫銘昌引用關係、管倖生管倖生引用關係
指導教授(外文):Ming-Chang Wu、Shing-Sheng Guan
口試委員:黃華山、陳健文、鄭永熏
口試日期:2015-05-22
學位類別:博士
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:192
中文關鍵詞:專業能力、跨域能力、社交能力、團隊合作、思考特質、創新能力
外文關鍵詞:Professional competency、interdisplinary ability、social skills capability、team cohesion、thinking style、innovation competency
相關次數:
  • 被引用被引用:8
  • 點閱點閱:1114
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  • 下載下載:345
  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在探討設計科系學生的專業能力、跨域能力、社交能力、團隊合作及正、負向思考特質對其創新能力的影響性,尤其著眼於這七個變項之間的內在結構性關係,藉以分析探究在這多種因素共同存在和共同交互影響的真實情況下,這些因素是如何產生互動性和影響學生的創新能力。
本研究以1013名臺灣設計科系學生(包括碩博士生175人、大學生296人及高中職生542人)為樣本施以問卷調查,並以SPSS 18.0及AMOS 18之統計軟體進行資料分析,包含獨立樣本t考驗、單因子變異數分析、Pearson相關分析、CFA驗證性因素分析及SEM結構方程式。
本研究的主要發現與結論如下:
一、從設計科系學生的各項變項能力表現中,得知目前台灣設計教育培育出中上良好程度的設計人才。
二、各變項能力之間具有高度相關性,此意謂各變項能力特質的一體性與高度互動性。
三、在真實的環境中,各項因素同時出現與考量之下,創新能力並非由單一能力因素直接影響,而是這些多元能力因素,累進而連續性地進階影響。
四、設計科系學生在社交溝通與團隊合作的過程中,正向思考的特質扮演著關鍵性的調節角色;換言之,人在社會環境中,需要正向思考,以利創新能力的發揮。
最後基於本研究的主要發現與結論,本文針對設計教育發展所需的創新能力以及後續深入研究,提出具體建議。

This study was conducted to identify the relationship among some intrapersonal factors such as professional competency, interdisplinary ability, social skills capability, team cohesion, and thinking style. These factors were revealed to separately influence on innovation competency of students enrolled in design programs. This study also further scrutinized the effects of these six factors on the innovation competency as well as the correlations among these seven factors and their internal structure in order to comprehensively understand the influential processes and paths for the innovation competency enhancement in the design education.
The validated questionnaire was delivered to 1013 students in the design programs of graduate schools (N=175), universities (N=296), and vocational high schools (542) as research samples. Consequently, the SPSS 18.0 and AMOS statistic software were used to analyze the collected data undertaking t-test, one-way ANOVA, Pearson correlation analysis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) in order to answer the research questions.
Several crucial conclusions were finally obtained as the following: (1) The students in the design programs generally possessed a high level of professional competency, interdisplinary ability, social skills capability, team cohesion, thinking style, and innovation competency; (2) There were significant and positive relationships among these factors. That might imply these intrapersonal factors are highly relied on, co-existent with, and interact with any another; any change could create a series of chain effects; (3) These highly correlated intrapersonal factors, in the realistical environment, were approved to be developed through their interactive, hierarchical, and consecutive processes rather than any single-factor effect; (4) The positive thinking style was also revealed to play the crucial moderating factor within the processes fostering the team cohesion and innovation competency.
These conclusions inspired several suggestions for the practitioners, organization administrators, and, what’s more important, for school educators in the relevant fields. Consequently, two suggestions were finally provided for the future research in order to pursue better research qualities and further understand the improvement strategies in the design education.

摘 要 ... .. i
ABSTRACT ii
誌 謝 ... .. iii
目 錄 iv
表目錄 vi
圖目錄 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 8
第三節 研究範圍與限制 10
第四節 名詞解釋 12
第二章 文獻探討 15
第一節 設計產業的現況與發展 15
第二節 專業能力 28
第三節 跨域能力 38
第四節 社交能力 44
第五節 團隊合作 50
第六節 思考特質 55
第七節 創新能力 61
第八節 文獻分析的綜合反思與研究架構之建立 66
第三章 研究設計與實施 69
第一節 研究理念與架構 69
第二節 研究假設 70
第三節 研究對象與樣本資料蒐集 71
第四節 研究工具 73
第五節 問卷設計與預試 79
第六節 資料分析方法 88
第四章 研究結果分析與討論 90
第一節 驗證性因素分析 90
第二節 設計科系學生各變項能力表現分析 98
第三節 設計科系學生各變項能力差異分析 102
第四節 專業、跨域、社交、團隊合作及創新能力之結構性關係分析 107
第五節 正、負向思考分別作為調節變項之結構模型分析 116
第五章 結論與建議 121
第一節 研究結論 121
第二節 研究貢獻 125
第三節 研究限制 127
第四節 未來研究建議 128
參考文獻 129
壹、 中文部分 129
貳、 西文部分 143
附 錄 171
附錄一 專家審查評定問卷 171
附錄二 專家意見彙整表 178
附錄三 預試問卷 184
附錄四 正式問卷 188


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