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CSUBA_Department of Business Administration

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    • 資料來源:企業管理系所
    • 日期:2013/08/13

     Department of Business Administration

     

    1. Development & History

     

    History

     

    1991 The Department of Business Administration was founded as a two-year junior college program to enroll vocational high school graduates.

     

    1992 The two-year junior college program was added to the night school to enroll vocational high school graduates.

     

    1993 The five-year junior college program was established to enroll junior high school graduates.

     

    1998 The night school program was established to enroll vocational high school graduates and people on the job.

     

    1999 The Department of Business Administration was reformed. Two-year college program was offered to enroll junior college graduates.

     

    2000 The four-year college program and the two-year on the job course were instituted.

     

    2004 Business School established Graduate Institute of Business Administration to enroll four-year college graduates

     

    The Current School System

     

    Day School: five-year college, two-year junior college, two-year college and four-year college.

     

    Night School: two-year junior college, two-year college, and four-year college.

     

    Extension School (for Saturdays and Sundays): two-year junior college, two-year college, two-year on-the-job program

     

    Graduate School: Graduate Institute of Business Administration

     

    2. Features

     

    The development goals are as follows:

     

    1. to cultivate talents and equip them with practical capability of business administration.

     

    2. to cultivate talents in business administration and equip them with creative thinking, capability of founding a business, and global perspectives.

     

    3. to cultivate talents and equip them with business ethics and a service mindset in hope of fulfilling the values of society.

     

    Additionally, goals are differentiated in light of different school systems:

     

    1. Two-year junior college: to equip students with professional capabilities of being a floor manager through instruction of basic courses in business administration and enhancement of practical education.

     

    2. Four-year college: to develop students into management talents in possession of adaptability and innovation skills through instruction of core courses (which combines theory and practices), complemented with general education courses.

     

    3. Graduate institute: with teaching emphasis on business administration research studies, the goal is to train students for upper-level managers, capable of knowledge integration, independent thinking, innovation, and problem solving.

     

    3. Development of the Department

     

    1. The features and development goals accommodate industry needs and future trends, such as business founding and creativity, knowledge management, technology management, international exchange, and industry-university cooperation.

     

    2. The five development focuses have produced considerable results. For example, the school year 98 saw the approval of 7 business proposals subsidized by Education Bureau, surpassing business schools of other technology universities nationwide. Besides, the department has pushed for many industry-university cooperation projects with outstanding performance, such as Dual System of Vocational Training, Hand Holding Four-year College Plan, Career Program (for six years), and University-Industry Cooperation Project.

     

    3. The National Business Plan and Creativity Competition is held annually to increase students’ capability of practical management.

     

    4. Network Business Center has been founded to provide students with opportunities to experience starting up a business and boost practical capability.

     

    5. Enhance students’ ability to compete with other people and attain certificates; the performance has been outstanding. Training facilities have been established to encourage students to attend competitions. From school year 95 to 98, 47 awards were received in total. In addition, a certification training center has been established, and the number of certificates students attain has reached 599 pieces per year.

     

    6. Students from both undergraduate and postgraduate programs travel to English speaking countries annually to attend overseas workshops or seminars. Additionally, the Fourth Taiwan-Philippines Management Academic Seminar was held, increasing students’ English ability and global perspectives.

     

    7. Every year students from the on-the-job postgraduate program travel to Soochow University and Zhejiang Shuren University, partnership schools in Mainland China, to attend seminars and broaden perspectives.

     

     

     

    4. Curriculum Design

     

    1. The curriculum design fulfills the steps of core courses and a curriculum map has been produced. Managers from the industry and alumni are hired on an annual basis to check whether the curriculum design accommodates the needs in the current industry.

     

    2. The curriculum map consists of three major categories and nine career objective, meeting the needs in the industry.

     

    3. A management internship program is incorporated in the curriculums of two-year college, four-year college and graduate institute.

     

    4. The department has applied for the Career Program with Council of Labor Affairs for six years, hiring lecturers from the industry and arranging for students to take field trips and receive practical training with a view to boosting students’ practical ability.

     

    5. Practical projects are evaluated with oral tests. The department has done extremely well in competitions and been rewarded by National Science Council with subsidies of college students’ research projects for eight consecutive years.

     

     

     

    5. Faculty Structure and Accomplishments

     

    There are 45 teachers, whose specialties can assist students with their educational goals in the fields of Marketing & Logistics, Business & Management, and Investment & Finance. The quality and quantity of teachers are sufficient, and their specialties are agreeable with the development of curriculum.

     

    1. The specialties of the faculty are in agreement with the development direction of the department.

     

    2. The percentage of teachers holding an assistant professor status or above was 64.44% in the school year 98, up from 24.39% in the school year 94.

     

    3. The percentage of full-time teachers having worked in the industry is 71.11%.

     

    4. As high as 93.33% of full-time teachers have professional certificates.

     

     

     

    6. Student Learning and Counseling

     

    1. Students’ indexes of basic ability and professional capability are clearly indicated, and concrete measures are in place to increase students’ quality.

     

    2. The system of students’ learning portfolio has been established, together with their career GPS index. The construction rate is close to 100%.

     

    3. A business start-up club has been organized to increase students’ practical ability and bonding.

     

    4. A business start-up network center has been established to provide students with opportunities to open an online business and do an internship.

     

    5. The department uses the funds from the Teaching Excellence Project and hires as many as 20 teaching assistants every semester to assist students with their studies for the duration of four years.

     

     

     

    7. Facilities and Library Resources

     

    There are 8 major classrooms, namely Marketing and Proposal Development Classroom, Investment and Financial Information Classroom, Business Running Simulation and Case Studies Classroom, Business and Internet Applied Information Classroom, Business Start-up and Creative Planning Discussion Room, Case Studies Teaching Classroom, Operation Management and Information Classroom, as well as Operation Management and Audio-Visual Classroom.

     

    1. Seven of the special classrooms are in agreement with the development of the department, such as Marketing and Proposal Development Classroom of the Marketing & Logistics Group, Business Running Simulation and Case Studies Classroom as well as Business and Internet Applied Information Classroom of the Business & Management Group, and Investment and Financial Information Classroom of the Investment & Finance Group.

     

    2. The seven special classrooms have assisted students with their performance in competitions. From school year 95 to 98, there were 47 students’ works granted awarded in the competitions off campus.

     

    3. Each general classroom has been equipped with a projector, air-conditioning and wireless services to provide a functional educational environment.

     

    4. Three of the major special classrooms have been equipped with a certification training and authorization center in order to boost students’ employability.

     

     

     

    8. Teaching Quality

     

    1. Outlines of each course are mostly put online for students’ references.

     

    2. Digital teaching materials are mostly put online for after-class learning.

     

    3. Mechanisms for maintaining teaching quality are clearly indicated and implemented from the dimensions of both students and teachers.

     

    4. Field trips off campus are taken as many as 10 times annually in order to broaden students’ horizons and increase practical experiences.

     

    5. Each teacher is required to make teaching portfolios to ensure teaching quality.

     

    6. A number of certification courses are offered to assist students with attainment of certificates.

     

    7. 45 online courses were offered from school year 95 to 98 to help students with after-course learning.

     

    8. The level of teaching satisfaction was as high as 4.228 for the undergraduate program and 4.556 for the postgraduate program in the school year of 98, both of which were ranked at the top within the university.

     

     

     

    9. Students Accomplishments and Development

     

    1. The mechanism of increasing students’ employability and their ability to attain certification is implemented. Since certification attainment became one of the requirements for graduation, the number of certificates attained has been increasing. From school year 95 to 98, there were 1,406 certificates attained in total.

     

    2. A training certification center for “Project Management” and “Business Proposal” has been established to enhance students’ ability to attain certificates.

     

    3. The department has cooperated with Taiwan Academy of Banking and Finance, and set up a training and examination center for attaining financial certificates in an attempt to enhance students’ ability to attain certificates.

     

    4. Students have done extremely well in competitions. From school year 95 to 98, 47 pieces of students’ works were granted awards, surpassing other business schools of technology universities nationwide.

     

    5. The program of “creative thinking training” was implemented in school year 98, leading to four pieces of merchandise acquiring a patent.

     

    6. The department has been rewarded by National Science Council the subsidies for college students’ project research for 8 consecutive years. In the school year of 96 and 97, four research proposals in each year were subsidized, making the department top of the rank among other business departments in private technology universities nationwide.

     

    7. The alumni association is established to put together resources in an attempt to provide students with internship and employment opportunities, and work with teachers on the academia-industry cooperation plan.

     

     

     

    10. Academia-Industry Cooperation and Technological Development

     

    1. A center for Industrial Strategy Development has been established to increase the quality and quantity of academia-industry cooperation plans.

     

    2. The number of academia-industry cooperation cases initiated has been on the rise; the school year 98 has seen the number of cases rise to 30, and the amount of money was 11 million and 150 thousand NT dollars. The number of cooperation cases from school year 95 to 98 was 79, and the amount of money was 26 million and 530 thousand NT dollars.

     

    3. Dual System of Vocational Training Project and Academia-Industry hand-in-hand courses have been implemented, increasing the opportunities for the university and industry to work together.

     

    4. The academia-industry cooperation plan is integrated with courses, which yields to concrete results.