1. Curriculum planning is the basis of higher technical and vocational education, especially when confronted with a rapidly changing society. It even needs to build systematic methods for course adjustments, perform reviews and quality controls to conform to the changes of industry and knowledge. To compete with the relevant professional knowledge and service skills needed for essential service personnel and reserved staff in flight service (service), ground service (station affairs) and administration and operation safety of airline and transport service industries, the department plans to complete course and training methods with the practice-oriented features of a technical and vocational education through strict requirement surveys on industry labor and assessment of development dynamics of future airlines and similar transport businesses. It cultivates students to have competitive advantages---problem-solving capabilities, the ability to adapt to different environments, capability of life-long study and capabilities of employment, living, creation and development. Furthermore, in the interest of students’ future basic competitive capabilities used for numbers, logistics, economics and language, as well as for blending into society, the department has designed a complete curriculum plan and running method of the department of airline and transport service management.
2. The department changed its name to the department of airline and transport service management in the first semester of the 2008 academic year, and in addition to the existing airline fields, it even sought to enter into the high speed rail industry, the representative field of land transportation with the highest quality. The four-year course of the department takes the two standards of the front court service module (including service categories of station affairs, cabin service categories, etc.) and the backcourt service module as course foundations. Course design stresses the equal importance of theory and practice and enhances both breadth and depth while the target of learning achievement is set as the cultivation of essential employees and reserved staff for industries of airlines and transport service. As for skill training, one-year of off-campus practice is implemented to help students be familiar with service skills, organization and operational methods in plenty of time. Under this course design and configuration, students can be led to think of management science and further verify theories learned in school during practice. Students can also discover and settle problems from practical experience, and therefore students can be cultivated as essential talents for service, administration and management in the airline and transport service industry.
3. The development of a technical and vocational curriculum of hospitality focuses on humanism and a humanitarian spirit, emphasizes the capability of knowledge, behavior and thinking and further instills students with the essence of attention to service. Therefore, besides the cultivation skills required in actual work, team, living attitude and correct values of hospitality, the success of students is another goal that the department is sure to achieve throughout the years. This goal can be connected and integrated by proper curriculum planning by the department and the implementation of on-campus education and off-campus practice.
4. Philosophies for Curriculum Planning
(1) Cultivation of common capabilities: language application, body adaptability,
manage emotions, arts appreciation,Interpersonal communication skills、apply information,
capability to discern environments, capability of life-long study,professional ethics.
(2) Cultivation of professional capabilities: practical management, activity planning,
administrative management, career development.
5. Principles for Curriculum Planning
(1) Make full use of existing teacher resources, space and equipment, and add part-time teaching resources and relevant equipment according to course requirements.
(2) Planning of the educational system: coordinate with long-term development plans of the university and take a daily approach to the 4-year department of airline and transport service management as long-term development direction.
6. The core of course development of the department of airline and transport service management is based on industry requirements and two modules and ten roles to be cultivated by the department. The said two modules refer to (1) the frontcourt service module-station service category, (2) the frontcourt service module—cabin service category, and (3) the backcourt service module. Among them, the target talents to be cultivated under (1) the frontcourt service module-station service category include: (a) airline and transport reservation personnel, (b) airline and transport ticket personnel, (c) airline and transport service (station service) personnel and (d) airline and transport business personnel. The target talents to be cultivated under (2) the frontcourt service module—cabin service category include: (e) air flight attendant and (f) high-speed rail service personnel. The backcourt service module plans to cultivate: (g) airline (and high-speed rail) planner, (h) airline (high-speed rail) controller, (i) airline (high-speed rail) administrator and (j) air flight crew. After determining the goal, corresponding course pillars (Figure 2) of standard courses and course allocations (Figure 3) will be designed according to the structure, required talents, basic abilities and professional skills in relevant posts.
7. Two great course modules and the corresponding course allocations, as well as the syllabus, were all given direction and help by outside specialists and the drafts of course standards must pass the course inspection team in a department meeting (according to practical experience and specialty, all teachers of the department are divided into: 1. station service: YangCheng-Hua, ChengChien-Hang, Chen Fu-Chuang; 2. cabin service: Zhan, Jian-Hao, Wan Kuang-Man, Lee Ching-Min; 3. administrative service：Wan, Ying-Chun，Cheng Kai-Wen) before being transferred to the office of teaching affairs to arrange anonymous specialists to provide opinions. After repeated collections of various opinions, it needs to be passed at the university teaching meeting and can then be implemented once approved by the Ministry of Education.
8. According to two great course modules and the corresponding course allocations, the department maps out the course selection flow as in Figure 4 in regards to the three future representative work titles of the graduates for new students to refer to in making a decision at the beginning of school.
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