This study's framework was the project management individual competence items in the Individual Competence Baseline 4.0 of the International Project Management Association (IPMA). It adopted studies regarding the project management competency of various organizations and project management knowledge systems. We established the items and contents of adaptive project management competency for non-profit organizations (NPOs). This study applied the cluster random sampling method to enroll managerial and general personnel in NPOs and adult students studying at the Open University of Kaohsiung, totaling 302 subjects. This study collected data through a survey questionnaire and employed statistical approaches, such as expert validity, item analysis, factor analysis, reliability analysis, and a one-sample t-test for data analyses. The purpose of these analyses was to confirm the consensus and consistency of NPO project management competency indexes and to establish NPO project management competency indexes. Based on the research findings, this study proposed NPO project management competency indexes, including six system mastery competence indexes, 10 stakeholder management competence indexes, and 15 practical operation competence indexes concerning validity and suitability. This study provides a reference for academia, universities, and practice in the field of NPO in developing the competency of NPO project management talents and improving project management execution effectiveness.

This study treated the in-service students of the Open University of Kaohsiung as subjects, explored their views of teachers’ instructional strategies, such as lectures, group discussions, and online instructions, and probed into the impact on the enhancement of learning outcomes, such as learning satisfaction, knowledge, behavioral application, and job performance. A questionnaire survey (including paper and online survey) was conducted, and 350 questionnaires were distributed. The valid return rate was 85%. The data were analyzed by statistical analyses, such as descriptive statistics, t test, one-way ANOVA, and product-moment correlation. According to the findings, the in-service students of the Open University of Kaohsiung perceive significant and above average correlation between teachers’ instructional strategy and enhancement of learning outcomes. The effects of the increase of learning satisfaction and knowledge are the highest, while the impacts of behavioral application and job performance are medium.

Objectives: Various countries around the world are gradually turning into aging societies. The governments of many countries are thus also aggressively facing medical and social welfare policy issues associated with elderly and long-term care. Among the many current medical and social welfare policies, most resources have been invested in Alzheimer's disease of degeneration or disability of cognition or actions, with Internet resources and consumer electronic products generally being utilized for various learning activities. Under this background, the present study enrolled 20 elderly learners over the age of 65 taking part in online learning courses of the Open University of Kaohsiung as the research subjects
to effectively assist in the prevention of the occurrence of Alzheimer's disease in elderly learners through online learning courses.
Methods: This study used the single-group post-test quasi-experimental research method to analyze 20 elderly learners over the age of 65 who learned to use digital learning tools, such as smartphone, computer, tablet PC, and laptop, in 16-week online courses in the field of humanities and arts of general education from September to December 2018. This study employed scales such as “Alzheimer disease 8 (AD-8),” “Activity of Daily Living (ADL),” and “Instrumental Activities of Daily Living, (IADL)” to test the 20 elderly learners after they completed the 16-week online learning courses. The scales were used to record the statistical scores and to confirm whether the occurrence of cognitive and behavioral symptoms of Alzheimer's dementia could be effectively prevented.
Conclusions: The research results showed for the 20 elderly learners over the age of 65 that the AD-8 score of every subject was lower than 2 points, and the mean score was 1.03 points. The ADL scores of all the subjects were higher than 90 points, and the mean score was 92 points. The IADL scores of all the subjects were higher than 18 points, and the mean score was 21 points. This study concluded that online learning courses effectively prevent the occurrence of Alzheimer's disease in elderly learners. Therefore, elderly learners are encouraged to make the best use of consumer electronic products to engage in online e-learning courses and learning activities to prevent the occurrence of Alzheimer's dementia.

本研究擬自社區新住民的公民行動主要議題出發，透過「行動學習」、「邊學邊用」的方式，強化新住民大學在校生其社區營造專案管理職能在其生活上的有效應用，實踐落實於社區生活與自我生涯規劃。透過行動學習的方式，將專案管理的方法與流程，整合產官學各領域，並統合相關人力、物力與財力資源，實踐在地社區的服務活動，協助社區新住民改善生活與居住環境，增進社區生活的質感、美感與幸福感，進而創造「多元文化美感綠能新社區、幸福美滿永續樂活新家庭」的社會責任實踐目標。

Taking Linhai Industrial Park contaminated by heavy industry in Kaohsiung, Taiwan as a case, this study analyzes the feasibility of promoting overall construction project management in industrial pollution community based on ecological theory. Aiming at the surrounding community environment of the industrial park, it summarizes the formative factors of overall construction project management in the community and the fields of ecological environment analysis, and proposes some feasible strategies such as promoting the overall construction of the community to construct the honor and value of “life community”, flipping the life image of heavy industrial community with art aesthetics, the cooperation of industrial circles, government departments, schools and non-governmental organizations to create a new community and integrating regional resources to improve the overall construction benefits of the community, so as to complete the objective of the overall construction project management of ecological industrial community as expected.

This study treats the members in nonprofit organizations (NPOs) as subjects, and explores the origination, planning, control, and completion of project management in NPOs, as well as the general performance of organizational efficacy, such as environmental satisfaction, organizational atmosphere, operational performance, job engagement, and work quality. It also probes into the relationship and effect. By various research methods, such as literature review and questionnaire survey, this study attempts to determine if project management in NPOs can significantly enhance organizational efficacy. This study finds that different NPOs have significant differences in the general performance of project management and organizational efficacy. When the performance of project management in NPOs is more significant, organizational efficacy is higher. Project management in NPOs has a significant path relationship to organizational efficacy; therefore, reinforcement of vocational training in the project management of NPOs could improve performance, which would have significant effect on enhancing organizational efficacy.

This study explores adults’ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

This study treated elderly learners at Open University of Kaohsiung who participated in online distance learning as samples. By a literature review and questionnaire survey, it probed into elderly learners’ perceived reactions and feedback for network learning using consumer electronics products and analyzed the general situation and relationship between elderly learners’ needs and obstacles in network learning with consumer electronics products. By empirical research, this study investigated a total of 472 elderly learners aged at least 55 years old in elderly programs at Open University of Kaohsiung, for-credit continuing education courses, and on-the-job courses of universities in different counties and cities around Taiwan. This study found that elderly learners with a lower educational level encounter more significant learning obstacles in network learning using consumer electronics products. In addition, this study found that when elderly learners’ needs to apply consumer electronics products are higher, their network learning obstacles will be lower. Based on the findings, this study suggested that it shall help elderly learners with lower educational level reinforce learning knowledge and competence to apply consumer electronics products to avoid obstacles for network learning.

This study takes the adult students in adult education institutions as the research objects. Through organizing and analyzing the relevant theories and studies on the application of adult teachers’ teaching strategies as well as the learning satisfaction and the learning efficiency of adult students, the effective teaching strategies of the adult education institutions have been proposed. Through analyzing the different learning backgrounds of adult students, the appropriate, differentiated and individualized teaching strategies have been adopted. Before teaching, the students’ learning ability and the knowledge base have been analyzed. During teaching, the interaction and the discussion among teachers, students and their peers have been strengthened. After class, the individual tutoring is employed so as to strengthen the learning satisfaction and the learning benefits of adult students from different backgrounds, which can be considered as a reference for the teachers in adult education institutions to help the adult students to improve their learning efficiency.

This study treats elderly learners that participate in the distant program of the Open University of Kaohsiung as the samples. Through literature review, questionnaire survey, individual interviews, and perception reaction feedback after using 3C products, this study explores elderly learners' general needs and obstacles in network learning by 3C products, and offers conclusions and suggestions to improve the functions of 3C products, and thus, effectively assists elderly learners to practice efficient online program learning through 3C products and tools. In addition, it realizes how the educational institutes of adult lifelong learning, such as the Open University of Kaohsiung, employ blended learning modules, which integrate "network" and "face-to-face instruction" to assist with the adaptive participation of the elderly in learning activities, successful operation of 3C products, and participation in a face-to-face program to satisfy their learning needs and accomplish their learning goals.

This study explores the needs of elderly learners regarding the curriculum design and teaching strategies of flipped learning, summarizes the conclusions and suggestions, and offers suggestions on how to adapt the learning and learning strategies of elderly learners to improve their interest, willingness to learn, learning outcomes, meet their learning needs, and achieve the learning objectives.

This study regarded adult in-service students who are familiar with project management courses as the subjects and collected data through questionnaires for confirmatory factor analysis and reliability analysis. The aim is to construct a “C Theory” questionnaire scale that encompasses the essence of Chinese management philosophy like decision-making of Taoism, leadership of Legalism, tactics of School of Military Strategists, creativity of Mohism, and coordination of Confucianism. Furthermore, management performance scales were constructed for learning and growth, internal operation, customer satisfaction, and financial control, while the questionnaires and statistical analyses were expected to probe into the impact of “C Theory” on project management performance. This study found that the application and practice of “C Theory” have a high and positive correlation with project management and a significant influence on the improvement of performance. It is therefore suggested that management methods in “C Theory” be appropriately used in project management in order to enhance the efficiency of project management and facilitate the achievement of project management targets.

On the basis of the 46 competence elements in the International Project Management Association (IPMA) ICB Version 3.0 and the PMP competence guidelines in PMBOK® Guide -- Fifth Edition by the Project Management Institute, this study formulates a “Preliminary Draft of the Taiwan Project Management Competence Scale”. After expert review, a pretest was developed for the Taiwan Project Management Competence Scale. With adult students in adult education institutions as the respondents, a pretest was conducted in order to collect data. Confirmatory factor analysis, and reliability analysis were then conducted to construct the “Taiwan Project Management Competence Scale”, which covers the four dimensions of project management of cognitive and conceptual competences, behavioral and technical competences, contextual competences, and moral and ethical competences. It is intended that this scale could be used as reference in future investigations into and measurement of project management competence in Taiwan, thus, facilitating the diagnosis, improvement, and refinement of performance in terms of project management competence.

This study treated adult in-service students of adult education institutions as the subjects and collected data through a questionnaire survey. This study conducted confirmatory factor analysis, and reliability analysis in order to develop questionnaire on “Occupational Performance of Teachers in Adult Education Institutions” and “Instructional Satisfaction in Adult Education Institutions”. The collected data were analyzed to discuss the occupational performance and instructional satisfaction in adult education institutions, as well as the correlation between the two and their predictability. It is found that occupational performance and instructional satisfaction in adult education institutions are highly positively correlated and greatly predictable. It is therefore suggested that teachers in adult education institutions work actively to deliver their occupational performance so as to enhance instructional satisfaction and help students to achieve their learning objectives in an effective manner.

本研究係以文獻探討的方式，探究全球化對成人學習者職涯規劃與職場環境的影響，探討成人學習者職能發展的內涵與培訓課程運作系統，依循成人學習者的屬性作為職涯規劃與職能發展的課程設計基礎、發展成人學習者的職涯規劃與職能發展的課程學習概念設計架構、以及建構績效導向的多元化培訓成果評量系統等可行策略，以作為成人教育培訓機構，設計職涯規劃與職能發展之課程與教學活動的建議與參考。

This study focuses on in-service adult learners with experience in project management in adult education institutions as subjects. Data is collected through questionnaire survey for statistical analysis, confirmatory factor analysis and reliability analysis. In addition, this study constructs questionnaires regarding self-directed learning (SDL), learning effectiveness evaluation and performance of project management competence through empirical study and explores the impact of adult learners’ self-directed learning and learning effectiveness on the performance of project management competence. This study finds that adult learners’ self-directed learning and learning effectiveness are moderately or highly correlated with the performance of project management competence and significantly improves the performance of project management competence. Therefore, this study recommends that the self-directed learning of in-service adult learners with learning experience in project management courses should be assisted and their learning effectiveness promoted in order to enhance the performance of project management competence, encourage their sustainable development career and achieve project management goals.

We examined whether a 12-week leisure education program could promote leisure autonomy and leisure competence and reduce stress in older adults. Forty subjects were randomly assigned to either an experimental group or a control group. Before the experiment, pretest data were collected using leisure autonomy, leisure competence, and stress scales. After the experiment, posttest data were collected using the same scales; follow-up test data were collected a year later. These data were evaluated through an analysis of covariance. The results indicated that the average posttest and follow-up test scores of leisure autonomy and leisure competence in the experimental group were significantly higher than the corresponding scores in the control group and that the average posttest and follow-up test scores of stress in the experimental group were significantly lower than the corresponding scores in the control group. In the experimental group, the average posttest and follow-up test scores of leisure autonomy and leisure competence were significantly higher than the average pretest scores of leisure autonomy and leisure competence, whereas the average posttest and follow-up test scores of stress were significantly lower than the average pretest scores of stress. Therefore, health care practitioners should adopt the provision of leisure education as a priority to promote leisure autonomy and leisure competence and reduce stress in older adults.

This study focuses on the students of Open University of Kaohsiung (OUK) and aims to understand their learning experiences when engaged in the flip learning model. The model is comprised of three successive steps: 1. Online learning prior to classroom interaction; 2. Classroom interactions during the semester; 3. Evaluation and counseling after the class. By conducting a questionnaire survey, this study analyzes students’ satisfaction with respect to the flip learning model, the enhancement of their professional skills, their application of knowledge to work fields, and their work performances. The collected questionnaires are analyzed through SPSS, in order to understand OUK students’ responses regarding teachers’ teaching strategies and their learning. This study will provide the outcomes in terms of the flip learning model of the OUK experience, and based on the outcomes, present suggestions that may elevate students’ learning efficacy.

This study treated the in-service students of the Open University of Kaohsiung as subjects, explored their views of teachers’ instructional strategies, such as lectures, group discussions, and online instructions, and probed into the impact on the enhancement of learning outcomes, such as learning satisfaction, knowledge, behavioral application, and job performance. A questionnaire survey (including paper and online survey) was conducted, and 350 questionnaires were distributed. The valid return rate was 85%. The data were analyzed by statistical analyses, such as descriptive statistics, t test, one-way ANOVA, and product-moment correlation. According to the findings, the in-service students of the Open University of Kaohsiung perceive significant and above average correlation between teachers’ instructional strategy and enhancement of learning outcomes. The effects of the increase of learning satisfaction and knowledge are the highest, while the impacts of behavioral application and job performance are medium.

This study is expected to integrate the six-star project created by the community and the current policy of five plus two in the Executive Yuan to create a project management environment for the communities inhabited by new immigrants in the community environment around the school, including Kaohsiung Linhai Industrial Park in Siaogang District and Qianzhen District in Kaohsiung City Functional training, combined with professional training and certification of international professional functions and national tour guides and assistants and other professional training and certification. The implementation plan includes the beautification and afforestation of community-cum-family environmental volunteers, the cultivation of organic farming, law and order and weak care of mutual assistance, the construction of a multi-cultural arts center in the industrial zone, the integration of newcomers' cross-cultural digital learning resources, Sightseeing and guide functions, as well as project management functions training conducted by the community's new resident volunteer team. The results of this research are expected to help new immigrants to build a stable and high-quality community life environment, enhance the effectiveness of community development, and build a good community for multi-ethnic group harmony and mutual assistance based on the project management methods and processes.

This study focuses on the students of Open University of Kaohsiung (OUK) and aims to understand their learning experiences when engaged in the flip learning model. The model is comprised of three successive steps: 1. Online learning prior to classroom interaction; 2. Classroom interactions during the semester; 3. Evaluation and counseling after the class. By conducting a questionnaire survey, this study analyzes students’ satisfaction with respect to the flip learning model, the enhancement of their professional skills, their application of knowledge to work fields, and their work performances. The collected questionnaires are analyzed through SPSS, in order to understand OUK students’ responses regarding teachers’ teaching strategies and their learning. This study will provide the outcomes in terms of the flip learning model of the OUK experience, and based on the outcomes, present suggestions that may elevate students’ learning efficacy.

This study treats the members in nonprofit organizations (NPOs) as subjects, and explores the origination, planning, control, and completion of project management in NPOs, as well as the general performance of organizational efficacy, such as environmental satisfaction, organizational atmosphere, operational performance, job engagement, and work quality. It also probes into the relationship and effect. By various research methods, such as literature review and questionnaire survey, this study attempts to determine if project management in NPOs can significantly enhance organizational efficacy. This study finds that different NPOs have significant differences in the general performance of project management and organizational efficacy. When the performance of project management in NPOs is more significant, organizational efficacy is higher. Project management in NPOs has a significant path relationship to organizational efficacy; therefore, reinforcement of vocational training in the project management of NPOs could improve performance, which would have significant effect on enhancing organizational efficacy.

This study explores adults’ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

This study treats elderly learners that participate in the distant program of the Open University of Kaohsiung as the samples. Through literature review, questionnaire survey, individual interviews, and perception reaction feedback after using 3C products, this study explores elderly learners' general needs and obstacles in network learning by 3C products, and offers conclusions and suggestions to improve the functions of 3C products, and thus, effectively assists elderly learners to practice efficient online program learning through 3C products and tools. In addition, it realizes how the educational institutes of adult lifelong learning, such as the Open University of Kaohsiung, employ blended learning modules, which integrate "network" and "face-to-face instruction" to assist with the adaptive participation of the elderly in learning activities, successful operation of 3C products, and participation in a face-to-face program to satisfy their learning needs and accomplish their learning goals.

This study regarded adult in-service students who are familiar with project management courses as the subjects and collected data through questionnaires for confirmatory factor analysis and reliability analysis. The aim is to construct a "C Theory" questionnaire scale that encompasses the essence of Chinese management philosophy like decision-making of Taoism, leadership of Legalism, tactics of School of Military Strategists, creativity of Mohism, and coordination of Confucianism. Furthermore, management performance scales were constructed for learning and growth, internal operation, customer satisfaction, and financial control, while the questionnaires and statistical analyses were expected to probe into the impact of "C Theory" on project management performance. This study found that the application and practice of "C Theory" have a high and positive correlation with project management and a significant influence on the improvement of performance. It is therefore suggested that management methods in "C Theory" be appropriately used in project management in order to enhance the efficiency of project management and facilitate the achievement of project management targets.

On the basis of the 46 competence elements in the International Project Management Association (IPMA) ICB Version 3.0 and the PMP competence guidelines in PMBOK® Guide -- Fifth Edition by the Project Management Institute, this study formulates a "Preliminary Draft of the Taiwan Project Management Competence Scale". After expert review, a pretest was developed for the Taiwan Project Management Competence Scale. With adult students in adult education institutions as the respondents, a pretest was conducted in order to collect data. Confirmatory factor analysis, and reliability analysis were then conducted to construct the "Taiwan Project Management Competence Scale", which covers the four dimensions of project management of cognitive and conceptual competences, behavioral and technical competences, contextual competences, and moral and ethical competences. It is intended that this scale could be used as reference in future investigations into and measurement of project management competence in Taiwan, thus, facilitating the diagnosis, improvement, and refinement of performance in terms of project management competence.

This study treated adult in-service students of adult education institutions as the subjects and collected data through a questionnaire survey. This study conducted confirmatory factor analysis, and reliability analysis in order to develop questionnaire on "Occupational Performance of Teachers in Adult Education Institutions" and "Instructional Satisfaction in Adult Education Institutions". The collected data were analyzed to discuss the occupational performance and instructional satisfaction in adult education institutions, as well as the correlation between the two and their predictability. It is found that occupational performance and instructional satisfaction in adult education institutions are highly positively correlated and greatly predictable. It is therefore suggested that teachers in adult education institutions work actively to deliver their occupational performance so as to enhance instructional satisfaction and help students to achieve their learning objectives in an effective manner.

本研究以成人教育機構進修的成人學生為研究對象，透過文獻探討蒐集有關成人教師教學職能表現與教學策略應用，以及成人學生學習滿意度與學習效益等相關理論與研究，編輯《成人教育機構教師職能表現、教學策略、教學滿意度與學習效益調查問卷》，以立意抽樣的方法，抽取成人教育機構進修的成人學生進行問卷調查，問卷資料回收之後，進行個人背景變項的T檢定、單因子變異數分析、線性結構路徑分析等資料統計分析。經由問卷調查統計分析，發現不同背景的成人學生，對於教師職能表現、教學策略、教學滿意度與學習效益等認知有顯著差異；教師職能表現與教學策略的運用，確實能提升學生對教學的滿意度與學習效益。因此，成人教育機構教師，應針對學生的不同社會背景的屬性與學習需求，善加表現教師專業職能，同時兼用有效的講述教學、分組討論、網路教學等混合式的教學策略，藉以提升學生對教師的教學滿意度、改善學生的知能、促進知能的應用、以及提高學習績效表現。

本研究係針對從部落到城市發展傳統文化舞蹈展演的中南部地區山地原住民青年女性為研究個案，透過半結構式的訪談，瞭解個案從部落到城市發展的心路歷程與奮鬥經驗，藉以探討個案歷經家族、社區、部落、學校、工作職場、生涯發展、親情關係、族群關係、社群關係、以及傳統部落族群文化暨城市工商文化的相互衝擊與影響，城市是否為個案從部落文化可延續與發揚的舞台延伸，抑或是產生「他鄉變故鄉」，城市不僅是部落文化的延伸，更是可逐步展現融合部落與城市文明的全新揮灑舞台。本研究以從事原住民傳統舞蹈表演與傳承超過30年的女性山地原住民文化青年，歷經在部落發展的美麗與哀愁，及其在城市發展的機會與風險的歷程探討，藉以個案式的生命歷程敘事及實務工作的探討與分析，以瞭解本研究個案在部落傳統束縛與城市多元自主、文化傳承與商業展演、族群的歧視與社群的平等、資源的侷限與機會的爭取、親情、友情、愛情交織出驚險情境與驚艷人生的奮鬥物語。

本研究依據易經八卦的命局特徵，做為本研究成人學習者的人格特質操作變項，並以Driver et al及Llewellyn提出的直線型、專家型、螺旋型、變換型等四項職涯規劃為依變項，採用文獻探討方法，綜合歸納編輯《成人學習者人格特質與職涯規劃現況調查問卷》，並以高雄市立空中大學在職進修學生進行抽樣調查，總共抽取800位研究樣本，有效回收715份回收問卷，有效回收率89%；之後進行敘述統計、t檢定、單因子變異數分析、驗證性因素分析、以及結構方程模型分析，研究結果發現不同背景及人格特質的成人學習者具有不同的職涯規劃型態，本研究之啟發及建議成人教育機構，應進行適性化的學生人格特質分析，並了解學生的職涯規劃的需求，以確定課程教學設計的方向與內容，有效協助成人學習者育成適性需求的專業職能與職涯規劃。

本研究以高雄市立空中大學就讀通識教育課程的成人學生為研究對象，透過問卷調查以瞭解目前成人學生對於生命素養、健康知覺、生涯規劃、以及終身學習的現況。本研究參考相關文獻編輯具信度與效度的《成人生命素養、健康知覺、生涯規劃與終身學習概況調查問卷》，此問卷以網路調查問卷為調查工具，以高雄市立空中大學就讀通識教育課程的成年人做為問卷調查對象，以性別、年齡、學歷、產業類別、職位、組織型態等為個人社會背景變項， 並以成人的生命素養、健康知覺、生涯規劃、以及終身學習等變項，編輯58個題目，進行500名樣本的問卷調查，問卷回收320名有效問卷後，進行資料的敘述統計、單因子變異數、多元迴歸、積差相關、結構方程式等統計分析，研究發現不同的社會背景、生命素養、健康知覺、以及生涯規劃的成人，對於終身學習的選擇具有顯著差異，成人教育機構可參考本研究結果，設計適性化的終身學習課程，以滿足成人學習者的學習需求並促進其學習目標的達成。

我國政府自2016年提出「新南向政策」，將經濟發展的領域移轉至東南亞地區，同時也改變了我國經濟發展的策略與目標。經濟發展需要人才的發展，東南亞地區的民族、文化、語言、文字、政治、經濟、社會，以及教育等，均與我國以華人及儒家文化型態與思想價值觀截然不同，特別是我國政府自上世紀90年代開始，積極鼓勵台商企業前往東南亞拓展事業版圖，不少台商企業也跟隨政府的政策步伐，前仆後繼的前往東南亞地區發展事業，然而台商企業也歷經多次的社會環境與人才發展的變動與衝擊，造成企業發展諸多的障礙與問題。本研究希冀針對投資超過萬家以上的台商企業，也曾經發生過當地員工暴動而造成台商企業損失慘烈的東南亞國家-越南，透過文獻分析、問卷調查等方法，瞭解越南台商企業對於擁有越南籍的員工與幹部、從台灣前往越南工作的台籍員工與幹部、以及在當地的異業與同業之跨國與跨領域之結盟夥伴員工、幹部與負責人等，在諸如全球化的企業經營管理體系中，台商企業面對多元的國籍、族群、文化、語言、思想與價值觀差異的員工及幹部，對於專業職能、管理職能、以及共同核心職能等的人力資源需求取向，以及導入人才發展品質管理系統(簡稱TTQS)，對於越南台商企業對於員工及幹部的選才、用才、育才、留才等人力資源管理是否能提升組織的營運績效，綜合歸納出本研究之結論與建議，除了在國內外學術研討會與國際學術期刊發表論文之外，亦可做為我國推動新南向政策的人才發展的參考，並提供我國正規及非正規的高等教育、技職教育、職業訓練、以及成人在職進修教育等機構，做為培育「新南向人才」的課程教學規劃與實踐之參考。

本研究係以高雄市立空中大學的高齡學習者為研究樣本，透過文獻探討瞭解高齡學習者對於翻轉學習的課程設計與教學策略的需求，綜合歸納出結論與建議，以提出成人教育機構如何適性化的設計高齡學習者的翻轉學習課程活動與教學策略，以增進高齡學習者參與翻轉學習活動的興趣、意願、學習成效、滿足學習需求並達成學習目標。

本研究以成人教育機構具備專案管理課程學習經驗的成人在職進修學習者為研究對象，透過問卷調查法蒐集調查資料，以進行項目分析、驗證性因素分析與信度分析等統計方法，透過實證研究的方式建構自我導向學習、學習效益評估、以及專案管理職能表現之問卷調查量表，透過問卷調查及資料統計分析，以了解成人學習者自我導向學習、學習效益對於專案管理職能表現的影響。本研究發現成人學習者在自我導向學習、學習效益與專案管理職能表現之間具中高度正相關，對於專案管理職能表現的績效具有顯著提升的影響。因此，本研究建議可針對具備專案管理課程學習經驗的成人在職進修學習者，協助其自我導向學習，促進其學習效益，以提升專案管理職能表現，促成其永續發展職涯與達成專案管理目標。

全球化造成跨國界的政治、經濟、文化、社會等各種思想、行為、活動、制度與價值體系之影響，讓全球人類統合在共同與一致的聯合國與地球村。是以，全球化具有領域界線模糊、人際互動頻繁、價值體系一致、文化型態融合、優勢文化主導、生存發展牽連等特性。但全球化卻造成了消除個殊化、對原有社群的崩解、去地方化、後殖民主義的興起、文化霸權與符號暴力的橫行、資本決定市場的機制等負面衝擊。而全球化亦造成成人學習者遭遇全球文化與在地文化發展的兼容並蓄問題、數位學習落差的障礙、國際通用語言能力不足、知識半衰期縮短、金融風暴與科技速進造成職涯發展的阻礙等問題。職此，成人教育的目的之設定、內容之規劃與方法的設計，必須因應全球化的發展趨勢，及其所可能帶來的衝擊，始能讓成人面對全球化能具備適應的知能與策略，以創造幸福美滿如意的豐富人生。

本書探討的主題包含成人教育機構開設社區營造專案管理課程的可行策略、高雄市立空中大學(Open University of Kaohsiung)在職進修學生的人才發展品質管理系統運作表現效益、因應全球化的成人教育趨勢之實證研究、專案管理與組織效能關係的實證調查、社區營造專案管理指標的探討與分析、教育機構應用中國式權變領導(龍椅領導”Sitting on the Dragon Throne”)進行專案管理的效益分析、成人教育機構服務品質對於數位學習之成效和滿意度關係的實證分析、以及整合專案管理、TTQS與TOC(Theory of Constraints, TOC)所建構的社區營造人力資源發展策略等，每篇論文均有相關領域的文獻分析，也有實證研究的成果，本書內容可作為學術研究的參考文獻，亦可作為專題式的教科書，同時也可提供從事專案管理、社區營造、成人教育、數位教學等實務工作者的參考。