| 摘要: | 通用技能(Transferable skills)，或稱軟實力，為近年來高等工程教育的關注焦點，領導力尤為諸技能的綜合呈現。本研究分別探討工程科系學生與外系生在「創意與創業」通識課程中的通用技能運用和跨領域合作的差異性，同時探討工程科系學生如何透過通識課中的課內學習與課外實踐社群的參與來培養領導力與相關技能，進而形塑自我認同。研究者以情境學習理論(Situated Learning Theory，SLT)與實踐社群（Community of Practice, CoP）為理論基礎，透過深度訪談與紮根理論(Grounded Theory)進行資料分析。結果發現，工科學生的領導學習多發生在非正式的課外社群中，透過與同儕的互動、專題合作及實務經驗，逐步建立規劃、協調與溝通的能力。而現階段的正式課堂中之領導力訓練似乎成效有限，學生多將其視為作業的一部分而缺乏主動投入。同時研究也顯示，許多工科學生雖參與領導工作，卻不認為自己是領導者，亦不認為在未來職場中有能力承擔工程師在合作團體中的優勢競爭性。然而正式課程在畢業生核心素養的培育上具有鷹架理論(Scaffolding theory)的特質，如果在師生互動過程中能強化領導力等相關素養概念與支持態度，學生在課外與通識課程中的實踐將更具發展性。本研究呼籲工程教育應更積極地整合課程設計與社群實踐，提供學生多元參與的機會，從而促進領導能力與自我認同的發展。;Transferable skills, often referred to as soft skills, have emerged as a critical focus in contemporary engineering education, with leadership recognized as a comprehensive representation of such competencies. This study investigates differences in the application of transferable skills and interdisciplinary collaboration between engineering and non-engineering students enrolled in a general education course titled Creativity and Entrepreneurship. Furthermore, it examines how engineering students develop leadership abilities and related competencies through both formal coursework and engagement in extracurricular communities of practice, contributing to the formation of professional self-identity.
The study is theoretically grounded in Situated Learning Theory (SLT) and the Community of Practice (CoP) framework. Data were collected through in-depth interviews and analyzed using grounded theory methodology. Findings indicate that leadership development among engineering students primarily occurs within informal, extracurricular settings. Through peer interaction, collaborative projects, and hands-on experiences, students progressively acquire planning, coordination, and communication skills. Conversely, leadership training embedded within formal coursework is perceived as assignment-oriented and lacks sufficient engagement, limiting its developmental impact.
Notably, many engineering students, despite occupying leadership roles, do not self-identify as leaders nor perceive themselves as capable of assuming leadership responsibilities in future professional contexts. The study also highlights the scaffolding role of formal curricula in cultivating core graduate competencies. When reinforced through supportive instructor-student interactions, such curricula can significantly enhance students’ development in leadership and related skills. This study advocates for a more integrated approach to engineering education—one that aligns curriculum design with community-based practice—to foster meaningful student participation, leadership development, and identity formation. |
