| Summary: | 碩士 === 國立臺北科技大學 === 建築與都市設計研究所 === 98 === The purpose of this study is to research architecture students’ satisfaction of professional courses currently provided in school, and to understand how such courses affect their employment direction and benefit their future career development. This study compiled a questionnaire based on the theoretical foundation built via literature review, and sent out a total of 2,040 copies of the questionnaire to 13 architecture departments in Taiwan, in which 1,479 were valid samples, valid response rate reaching 72.5%. Statistical analysis was carried out using SPSS 10.5, the scale reliability coefficient α was used to test the validity of scale contents, and item analysis was applied to test the consistency of scale contents. Descriptive statistics, independent sample T-test, Chi-square test of independence, one-way ANOVA and Scheffes’ method were then employed to test how different backgrounds of students affected their satisfaction of professional architecture course design, as well as their identification of its benefit to their future employment.
The following conclusions were induced from results of statistical analysis: Students were only moderately satisfied with professional courses provided by schools, in which they were least satisfied with academic subjects and the teaching environment. Furthermore, satisfaction varied with the student’s school system, program, school and year. In terms of benefits to students’ future employment, most students agreed that professional courses benefited becoming an architect, followed by interior designer and construction supervisor, in which most students desired to become an architect.
On the basis of research results, this study proposes the following suggestions: (1) Domestic architecture departments should emphasize on the balanced development of academic subjects and technical subjects on architecture, providing professional courses that give consideration to both theory and practice. (2) Importance should be attached to the relation and connection between professional architecture courses, developing learning groups via interdisciplinary courses. (3) Course contents should encompass architecture related industries and the techniques required at work, which will renew the direction of professional architecture courses and provide architecture with more options for employment. (4) Course orientation of regular colleges should be clearly differentiated from junior colleges for potential architecture students to choose from. (5) Colleges that adopt four-year programs can refer to professional courses of five-year programs during curriculum design. (6) In the thirteen colleges of this study, the two colleges that students were the most satisfied with can be used as models for other schools to improve their professional courses, teaching methods and teaching environment.
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