| Summary: | 博士 === 國立雲林科技大學 === 設計學研究所博士班 === 93 === Combining the aspects of industrial design, career guidance, and Internet, this study constructs Internet-aided career guidance model to satisfy the preliminary, preventive, and repetitive career guidance needs of industrial design students in universities. The results would be the base for planning the career guidance website for ID students in the future, and the concept of model construction could refer to other majors. There are three themes in this study: Theme One analyzes the various job titles currently used in the ID profession and their corresponding recruiting qualifications. 57% of 265 job opportunities in the industrial design profession are classified into the Product Design group and 43% of those are the Mechanism Design and Others groups. It indicates that the job market provides extensive job opportunities for ID graduates and the competencies required by each group are various. Theme Two studies the career guidance needs of ID students: firstly, eight focus groups with a total of fifty-six ID students from two universities were interviewed. Their needs of career guidance include: exploration of their own aptitudes, interests, and abilities; a better understanding of the industrial design profession; understanding of the match between themselves and jobs; understanding the connections between their course work and the job requirements; assistance in finding internship and employment; knowing about advanced studies and exams; learning about career planning and career decision making; and providing career consultation and role models. Furthermore, a questionnaire was distributed to 360 ID students to survey their urgent career guidance items, such as understanding of one’s own aptitudes, interests, values, personality, abilities, and skills; understanding of fitting what type of jobs or the design related tasks, the match between oneself and ID jobs; knowing about advanced studies and exams, how to find internship and employment effectively, the contents and competencies required by the various ID tasks, the overview and trend of ID profession, the employment opportunities and qualifications for ID graduates, how to prepare portfolio; decision for advanced studies or employment after graduation, etc. Theme Three integrates the findings of Theme One and Two, refers to the applications of Internet-aided career guidance, and proposes seven concepts and objectives to construct the Internet-aided career guidance model for ID students in universities: 1) providing online ID career information to assist students the exploration of employment and advanced study; 2) providing online assessment to assist students understanding of oneself/ the match between oneself and ID jobs; 3) integrating the exploration of ID options, assessments, and search to provide students for planning and decision-making; 4) online learning how to plan career to reinforce ID students’ skills of career planning; 5) providing virtual job shadow to assist students experiencing the environment of ID work; 6) building online career portfolio to assist students understand the connections between their course work and the job requirements; 7) building online career mentoring to expand students’ network for seeking consultation and help. The simulated web pages were proposed and evaluated for the concepts. Finally, the findings were concluded and the suggestions about career guidance for ID students and further research were thus proposed.
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