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研究生:邱曉芳
研究生(外文):Hsiao-Fang Chiou
論文名稱:關於技術編撰行業在台灣需求及專業能力的研究
論文名稱(外文):A Study on the Technical Writing Profession in Taiwan:Demand and Competency
指導教授:顧伯庸顧伯庸引用關係
指導教授(外文):Robert L. Good
學位類別:碩士
校院名稱:國立高雄第一科技大學
系所名稱:應用英語所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:188
中文關鍵詞:技術寫作技術傳播文件
外文關鍵詞:technical communicationdocumentationtechnical writing
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中文摘要

本研究旨在調查一、台灣高科技產業對於技術文件編撰人員的僱用情形及工作上技術編撰的情況,及二、調查台灣高科技產業從事技術編撰人員所需的專業能力。同時,本研究也探討研究對象對於在台灣技術編撰一職的看法。
參與研究的對象共計 235間公司,包括目前位於新竹科學園區內包括190半導體及積體電路、電腦、及通訊公司,以及過去八個月內曾在台灣最大的人力資源網站www.104.com.tw登錄尋求技術編撰相關人才的45間公司。
研究包括兩項相關調查。第一項調查是以電話訪談的方式初步了解樣本公司技術編撰人員僱用情形及技術文件編撰情況,並且確認第二項關於技術編寫相關人員對專業能力重要性評估及對技術編撰一職認同程度的問卷可能填寫對象的身分。 第二項調查探討198 位在受訪公司負責撰寫技術文件工作人員對於33項專業能力的重要性評估、個人能力具備程度的評估、對於從事技術文件編撰工作的滿意度、及其對技術編撰可做為一項職業的認同度。調查對象分為兩組:一組為在公司負責技術文件編撰的專業人員,另一組為非專責之技術編撰人員,但因公司要求而有部份職責為撰寫技術文件。為瞭解此兩組人員在專業能力重要性評估、工作滿意度、及職業認同度上有無差異,本研究進行一系列的統計方法, 包括T檢定及卡方分配。
研究結果摘要如下:
(1)百分之六十八的受訪公司並無專業的技術文件撰寫人員,大多是由公司裡的工程師或負責產品研發或行銷的人員來撰寫。
(2)電腦產業對於技術文件編撰人員明顯有較大的需求。中大型的企業對於技術文件撰寫人員有較大的需求。

(3)非專職的技術文件編撰人員多為工程背景的碩士或大學畢業生,而多數的專職技術文件編撰人員為主修為英文的大學畢業生。
(4)非專業技術文件編撰人員及專業技術文件編撰人員對能夠接受對作品的批評、在特定科技領域有專長、協調能力、口頭報告能力、研究能力、一般電腦能力、以及中文寫作等七項能力的重要性評估有顯著差異。
(5)非專業技術文件編撰人員及專業技術文件編撰人員對於工作滿意度有明顯差異。專業技術文件編撰人員對於技術編撰工作有較高的工作滿意度。
(6)非專業技術文件編撰人員及專業技術文件編撰人員對於職業認同感並無顯著差異。半數以上的非專業和專業技術編撰人員認為技術編撰可成為一項職業。
本研究針對教育界未來培養技術編撰專業人員提出建言並建議加強外文系及工程相關科系學生之科技寫作能力。同時也提供了未來研究的相關建議及研究方向。


ABSTRACT


The two major objectives of this study are: (1) to explore the hiring practices of high-tech companies and the technical writing situations in the workplace, and (2) to investigate the required competencies of technical writers in high-tech industries in Taiwan. In addition, the study also explores the subjects’ attitudes toward the technical writing profession in Taiwan.
Subjects in this study are 235 companies, including 190 companies in the three major industrial sectors─Semiconductor and IC (Integrated Circuits), Computer, and Telecommunications industries─in Hsinchu Science-Based Industrial Park, and 45 companies that posted job announcements for recruiting technical writers during an eight-month period in 2001 on Taiwan’s biggest job hunting website─www.104.com.tw.
This study is comprised of two relevant surveys. In the first survey, a telephone interview was conducted to acquire a preliminary understanding of the hiring practices and documentation situations of technical writers in the subject companies. Furthermore, the telephone interview verified to whom the questionnaire concerning assessment of professional competencies and professional recognition should be sent. In the second survey, 198 technical writing personnel were investigated concerning their assessment of the importance and their self-evaluated level of 33 technical writing proficiencies, and their job satisfaction level, as well as their attitudes toward technical writing as a profession. A series of statistical methods were used to examine the difference in demand for technical writers in the three industries and the difference in competency importance assessment between two groups─professional technical writers (TWs) and non-specialized technical writers (NTWs). NTWs are required by their companies to do technical writing in addition to their major responsibilities in another area of the company (such as R&D or marketing). And the differences in the two groups’ job satisfaction level and recognition of the technical writing profession were further determined.
Major findings are as follows. First, the study found that the majority of companies surveyed (68%), instead of hiring specialized technical writers, asked personnel in engineering or marketing departments to create documentation. Second, there are more technical writers working in the computer industry than in the other two industries. Companies with more than 100 employees tend to demand more technical writers than smaller companies. Third, most NTWs have a bachelor’s or master’s degree in engineering while most TWs have a bachelor’s degree in English. Fourth, TWs and NTWs share many similarities in their views of the importance of the 33 competencies. However, seven competencies with statistically different scores of importance from the two groups are: (1) ability to take criticism, (2) general computer skills, (3) technical specialties, (4) negotiation skills, (5) oral presentation skills, (6) research ability, and (7) Chinese writing skills. Fifth, the two groups have shown diverse levels of job satisfaction. More TWs than NTWs are satisfied with technical writing. Finally, there is no significant difference between TWs and NTWs in their views of technical writing as a specialized profession, even though data shows that more TWs consider technical writing a profession than NTWs.
Based on the results of this study, the researcher recommends that universities and colleges set up specialized programs to train potential technical writers or offer related courses in technical writing to enhance their students’ technical writing skill. Suggestions for future studies are also offered.

Table of Contents


Chinese Abstract...................................i
English Abstract...................................iii
Acknowledgements...................................vi
Table of Contents..................................viii
List of Tables and Figures......................... x

CHAPTER ONE INTRODUCTION...........................1
1.1 Background.....................................1
1.2 Research Goals and Motivations.................6
1.3 Research Questions of this Study.............. 6
1.4 Research Hypotheses............................8
1.5 Significance of this Research..................9
1.6 Definitions of Terms...........................10

CHAPTER TWO LITERATURE REVIEW......................12
2.1 A Discussion of the Definitions
of Technical Writing...........................12
2.2 Technical Writing in America: Development
in Academe and Industry....................... 19
2.3 Technical Writing in Other Countries..........24
2.4 Technical Writers’ Professional Competencies.30
2.4.1 Required Competencies for Technical Writers 30
2.4.2 Research Related to Technical Writing
Practitioners’ Evaluations of Competencies 37
2.5 Research on Practitioners of Technical Writing43
2.5.1 Curriculum Design Related Research
on Technical Communication Practitioners.43
2.5.2 Literature about Practitioners’ roles...47
2.5.3 Research on Profiles of Practitioners....49
2.6 Summary.......................................53

CHAPTER THREE METHODOLOGY......................... 55
3.1 Subjects......................................55
3.2 Instruments...................................58
3.2.1 Questionnaire A..........................58
3.2.2 Questionnaire B..........................59
3.3 The Pilot Study...............................63
3.4 Procedures for the Formal Study...............65
3.5 Tabulation and Data Analysis..................66

CHAPTER FOUR RESULTS..............................67
4.1 Companywide Survey............................67
4.1.1 Telephone Interview........................67
4.1.2 Complete Responses to Questionnaire A....71
4.2 Individual Survey.............................82
4.2.1 Overall Responses........................83
4.2.2 Section One: Assessment of
Professional Competencies ...............84
4.2.2.1 Analysis and Discussion of Part One.91
4.2.2.2 Statistical Difference Between
TW and NTW Groups in the Importance Assessment
of Each of the 33 Competencies..............93
4.2.2.3 Other Key Skills......................93
4.2.3 Section Two: Job Situation.................95
4.2.4 Section Three: Background Information
of Respondents.............................113
4.3 Summary.........................................125

CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS...........126
5.1 Summary of Major Findings.......................126
5.2 Pedagogical Implications and Suggestions........133
5.3 Suggestions for Future Research.................137
5.4 Conclusion......................................139

REFERENCES.......................................... 140

APPENDIX ONE CHINESE VERSION OF QUESTIONNAIRE A.....150

APPENDIX TWO ENGLISH VERSION OF QUESTIONNAIRE A.....153

APPENDIX THREE CHINESE VERSION OF QUESTIONNAIRE B...156

APPENDIX FOUR ENGLISH VERSION OF QUESTIONNAIRE B....162

APPENDIX FIVE QUESTIONNAIRE B CONTAINING QUESTIONS

FROM QUESTIONNAIRE A................................170


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