Studies On The Implementation Status Of Taiwan Cheng Kung University Career Counselor Course

With the higher education popularized nationwide, the number of university students has increased year by year, students are facing more and more severe employment situation. Many universities in China have set up careers guidance courses for students, but with few good results. Recently, some universities have already offered career courses which are combined with career theories with the spread of these theories.In2000, Beijing University, Tsinghua University and others began to open Career Lectures for students; and Nankai University has open Career Course for their students in the same year. In 2013, the author went to Taiwan Cheng Kung University and enrolled in the Career Counselor Course from February to July. The author and her classmates benefited a lot from it. We also found that Career Courses in the Taiwan region and Hong Kong SAR have already fully developed, back to mainland universities, the development of Career Courses are unfolding. Because we are lack of fully developed theories and experiences, we have confronted many problems, such as undefined curriculum goals; course contents are not systematic and scientific; lack of professionals; low students’ satisfaction degree.Educational personnel need pay attention to the curriculum implementation effects during the development of curriculum. And students are the main role in the process of career implementation; we need to ask students questions related to curriculum implementation. Such as how to define courses’ goals, how can it meet students’ needs? Whether students can learn something or not after they finish it? Whether students are satisfied with their learning results or not?To solve the problems which exist in mainland career courses, this study aims to investigate materials related to curriculum implementation of Taiwan Cheng Kung university, and our focal questions:Based on students’ perspective, how about the implementation status of Career Counselor Course? Whether students can know themselves or not? And the specific questions:(1) Through studying Career Counselor Course, whether students satisfied with it or not? How about the overall satisfaction degree? Whether students are satisfied with Course arrangement and design or not? Whether students are satisfied with the Instruction or not? Whether students are satisfied with the Appraisal or not? How about the satisfaction degree? (2)How about students for their own learning results, the acquirement of self-awareness, career awareness and career planning; are they satisfied or not? How about the satisfaction degree? (3)Whether Course Implementation elements are related to the elements of students learning results? Our basic assumptions are:The implementation status of Career Counselor Course is good; students’ satisfaction degree is high.Based on the research assumptions and questions, the author adopted (1) Classroom observation method. With research aims, researchers use their feelings and equipment, collect information from classroom directly and indirectly. The author took part in the course from beginning to end, collect and analyze course information with specific aims and professional knowledge. (2) Questionnaire method. Researchers design questionnaire with theories which is used to answer research questions. The author designed questionnaire on the basis of curriculum implementation theory and former researches to investigate our students. (3) Interview method. During research process, researchers use face-to-face interview method to understand the psychology and behaviors of interviewees. In this research, the author use interview to understand students’ psychology and behaviors, and use the interview materials to analyze reasons behind problems and phenomena.Through research the author found that:The mean of students’ satisfaction degree is 3.948, and the standard deviation is 0.339, students are satisfied with the course. More specifically, the mean of course arrangement and design’s satisfaction degree is 4.012; the standard deviation is 0.459; the mean of instruction’s satisfaction degree is 4.358; The standard deviation is 0.435; the mean of course appraisal’s satisfaction degree is 3.696, the standard deviation is 0.508.Students’ satisfaction degree mean of their learning results is 3.727, and the standard deviation is 0.278. Students gains abilities of Self-awareness, career awareness, career planning; and they are satisfied with their learning results.Course arrangement and design is positively related to learning results (significant level P<0.01); Instruction is positively related to learning results (significant level P<0.01); course appraisal is positively related to learning results (significant level P<0.01).The current status of Taiwan Cheng Kung Career Counselor Course Implementation is good; students’ satisfaction degree is high.In recent years, mainland scholars have done some researches on implementation status on career guidance courses and career counselor courses, through their finding results; we can see there are some problems exist in mainland universities’ career curriculum implementation; which need us to do more research and find solutions through discussion. On the other hand, career counselor course’s implementation successful experiences of Taiwan Cheng Kung University can give us some advices.For the development of our mainland Colleges’ and Universities’Career Counselor Courses, we should:(1) Devote every effort to support career counselor course implementation, pay close attention to it; provide necessary personnel and material; with open mind to recruit excellent expertise, through expertise to culture teaching staff; list career counselor course into compulsory course. (2) Keep up with the times, put students and teachers in the same place when we construct career counselor course. Follow the principle of "all for students, for all students "to set up career course goals. Design course with social needs and students needs scientifically and systematically; put teachers in the first place of course implementation, culture teachers’ professional knowledge, skills and emotions; course appraisal is method, not purpose, specify course appraisal contents scientifically and use it appropriately; Culture students individually through students’ card, help students fully developed. (3) Achieve mastery through a comprehensive study of this subject. Construct a kind of career counselor course that can be with students from first year to fourth year. Support students related to their developmental needs, help students know themselves and the world, understand the relationship between individual development and world, and then formulate their career planning scientifically and rationally by themselves. (4) Give overall consideration to the implementation of Career Counselor Courses. Unify student development, school management and social development. Improving students’ employment ability, at the same time, promotes social development through the reasonable allocation of human resources.