通過職能導向課程之關鍵成功因素

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(1)Critical Success Factors on the Accreditation of Competency-Based Courses. by Chia-Yu Chang. A Thesis Submitted to The Graduate Faculty in Partial Fulfillment of The Requirement for the Degree of. MASTER OF BUSINESS ADMINISTRATION. Major: International Human Resources Development. Advisor: Chih-Chien Steven Lai, Ph.D.. National Taiwan Normal University Taipei, Taiwan July, 2016.

(2) ABSTRACT Business competitions have converted form technology innovation to knowledge management. Therefore, companies are putting more attentions on human capital. To enhance the quality of human capital, training anddevelopment is becoming more important nowadays. After the competency-based course accreditation was conducted for by Taiwan government, the organization is trying to attract more training institution to apply for the accreditation. In order to maximize the benefits of competency-based course accreditation, this study aims to explore the critical success factors of passing the accreditation. Therefore, this study also verified the critical successful factors with fourteen interviewees, in whom seven of the interviewees had won the certification of competency-based course accreditationon the platform of Integrated Competency and Application (iCAP). The other seven interviewees are the reviewers of competency-based course accreditation. This study not only helps training institutions to take a look as reference but also help competency-based course accreditation to attract more applicants after reading this research and having more realize about competency-based course accreditation and knowing the key concept of the whole passing process. Keywords: Competency-based course, critical success factors, CSFs, accreditation. I.

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(4) TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT .................................................................................... I TABLE OF CONTENTS .............................................................. III LIST OF TABLES .......................................................................... V LIST OF FIGURES ........................................................................ VII CHAPTER I INTRODUCTION ..............................................................1 Background of the Study .........................................................................1 Significance of the Study .........................................................................2 Research Purposes ...................................................................................2 Research Questions ..................................................................................3 Delimitations............................................................................................3 Definitions of Terms ................................................................................4. CHAPTER II LITERATURE REVIEW ......................................... 7 Course Development ...............................................................................7 Definition of Competency-Based Course ................................................8 Critical Success Factors ...........................................................................14. CHAPTER III METHODOLOGY ................................................. 17 Conceptual Framework ............................................................................17 Research Method .....................................................................................17 Research Participants ...............................................................................18 Data Collection and Analysis...................................................................21 Validity and Reliability ............................................................................24 Research Procedures ................................................................................25. CHAPTER IV FINDINGS AND DISCUSSIONS ......................... 27 III.

(5) Attitude to the Accreditation Expectations ..............................................27 Information ..............................................................................................33 Course ......................................................................................................38 Resources .................................................................................................45 Communication and Convince ................................................................51. CHAPTER V CONCLUSIONS AND SUGGESTIONS................ 55 Conclusions..............................................................................................55 Suggestions ..............................................................................................57. REFERENCES................................................................................ 61 APPENDIX A: INTERVIEW CONSENT (CHINESE VERSION) .................................................................... 64 APPENDIX B: INTERVIEW QUESTIONS FOR REVIEWERS .. 65 APPENDIX C: INTERVIEW QUESTIONS FOR APPLICANTS.................................................................................. 67 APPENDIX D: INTERVIEW QUESTIONS FOR REVIEWERS (CHINESE VERSION) .................................................................... 69 APPENDIX E: INTERVIEW QUESTIONS FOR APPLICANTS (CHINESE VERSION) .................................................................... 70 APPENDIX F: PILOT INTERVIEW QUESTIONS FOR REVIEWERS ................................................................................... 71 APPENDIX G: PILOT INTERVIEW QUESTIONS FOR APPLICANT .................................................................................... 72. IV.

(6) LIST OF TABLES Table 3.1. Information of Applicants .................................................................20 Table 3.2. Information of Reviewers .................................................................20 Table 3.3. Fake Name of Reviewers ..................................................................21 Table 4.1.Coding of All Interviewees ................................................................28. V.

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(8) LIST OF FIGURES Figure 3.1.Conceptual framework .....................................................................17 Figure 3.2.Coding category................................................................................24. VII.

(9) CHAPTER I. INTRODUCTION. This chapter provided an outline of study with the following sections: background of the study, research purpose, research questions, significance if the study, delimitations, and the definitions of terms.. Background of the Study Integrated Competency and Application (iCAP) was established by Workforce Development Agency in Taiwan. According to exposure on the iCAP official website, there are 44 cases already passed the competency-based course accreditation requirements. One of them applied in 2013, twelve of them applied in 2014 and the remaining applied in 2015.After training institutions implement the requirements set by competency-based course accreditation, the organization will give them a certification symbol. The accreditation has its valid date about 3 years after successfully passed the requirements. The distributions of applicants’ institutions are described as followed. The passed courses can be categorized as five main categories, finance and management, technology science, computer science, design and food science. In these five categories, five of them are in the category of finance and management, four of them are in the category of finance and management, three of them are in the category of computer science, and the last two are in category of design and food science. The goal of competency-based course accreditation is to make assurance the quality of competency curriculum. The main task of competency-based course accreditation is to examine the process of course to make sure the training development and the consequence having high quality, and to make sure if it is conscientious, appropriate and effective among the course demands, course design and course development. The mission of course design is to conduct competency model focus on different jobs in specific industry, enterprise or organization. Therefore, the learners can gain the specific 1.

(10) level of behavior through competency learning. The critical success factors are usually discussed to find out the efficient and effective ways to fulfill the objectives. The researcher of this study had searched literature about critical success factors, most of them discussed about critical success factors in business such as the ways of using balanced score, Enterprise Resource Planning (ERP) software solutions, project management, business intelligence system,. International Organization for. Standardization (ISO) 9001 and process management. To date there is no research discussing about the critical success factors of passing Integrated Competency and Application, so this study is to explore critical success factors to let the future applicant as animportant reference.. Significance of the Study Business competitions have converted form technology innovation to knowledge management. Companies are putting more attentions on human capital. In order to increase human capital institutions and companies are putting more focus on training. For the purposeof making sure the quality and effectiveness of the training, the strategic way is to apply for relevant accreditation to verify if the training design is in accordance with the requirements or not. With the confirmed accreditation symbol, the training intuitions will have more convinced to let learners know how they are qualified. As the training is getting more attentions by business and academic institutions nowadays, the quality of the course become an issue. Institutions can try to get the certification in order to convince outsiders how qualified they are. This study help apply institutions realize more about iCAP. Through the exploring the critical success factors of passing competency-based course accreditation, the future applicant can save time to figure out ways to successfully pass the accreditation, and use more effective and efficient ways to design the course.. 2.

(11) Research Purposes Well-designed courses and learning materials have a big influence on the result of training course. It’s is important to encourage some training organization and institution to verify if the courses are qualified or not. The competency-based course accreditationprovide quality assurance and set some criteria and requirements for training institutions to know clear in order to reach the standards and to have the better design of the course what they should follow through those steps. Quality assurance organization also helps training institutions to make inspections by themselves if all the designs are going well to the learners. Therefore, the purpose of this study is to find out the right way to reach the requirements of competency-based course accreditation. The following list is research propose of this study: 1. To explore the critical successful factors of cases who passed the competency-based course accreditation 2. To explore the common processes among the courses which have already passed the competency-based course accreditation. 3. To explore the process of course design and preparation they prepare in order to pass the competency-based course accreditation. Research Questions Based on the previous part of background of study and research purpose, the research questions were developed. 1.. What are the critical successful factors lead to pass the competency-based course accreditation?. 2.. What are the categories of those common processes?. 3.. What are the processesof course design and preparation they prepare in order to pass the competency-based course accreditation?. 4.. What are the difficulties during the whole process? 3.

(12) Delimitations This research is delimitated to this accreditation which conduct by Workforce Development Agency in Taiwan. In order to let everyone knows how to design competency-base course, the competency-based course accreditation was conduct to let applicants has a clear way to follow. Therefore, the critical success factors explored by this study only suit by Integrated Competency and Application in Taiwan.. Definitions of Terms Course Development This study adapted analysis, design, development, implementation, and evaluation (ADDIE) model that proposed by Gagné, Golas, Keller&Wager (2005),to define course development process, whichis of the instructional systems design (ISD) process.The model helps to decide the tool to use and show the linear stages (Gustafson & Branch, 2002).. Competency According to the definition on the official website of iCAP (2016) competency includes knowledge, skill and ability. The definition of knowledge is in order to operate one task one need to realize the principle and facts which can apply in one particular industry. The definition of skill is getting both hard skills and soft skills. The definition of ability is the attitude and action to one thing which include inner motivation and behavioral tendencies.. Course According to the definition on the official website iCAP (2016) course contains lecturer or instructors, syllabus, time constraint and it is usually focus on one unit subject also it is usually explained in detail. In this study, course is defined as series teaching process and with all neededmaterials.. Competency-Based Course In this study used the definition on the official website iCAP (2016) competency-based 4.

(13) course is defined as course within all relevant competencies and require competencies learners will get after finishing the whole course. Competency-based course needs to identify competencies for each topic in learning objects and to write detail of what knowledge, skills and attitude student will gain after finishing the whole course. In this study, competency-based course is defined as course which contained competencies and designed by competency needs.. Critical Success Factors CSFs are generally defined as “ways to ensure successful competitive performance for individuals, departments, or organizations” (Bullen, 1986, p. 385).CSFs are indication to “get right” in successfully and completely fulfill the business goals (Rockart, 1986). In this study, critical success factors are defined as to get the right way andsuccessfully fulfill the goal.. 5.

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(15) CHAPTER II. LITERATURE REVIEW. Due to the Research Purposes and research questions, this study did literature review of six main part; course development, the definition of competency course, the definition of course, key elements of competency-based course, the standards of competency course and critical success factors. Detail collections of literature were described in following part.. Course Development Since there are lots of model and method can be the tool to develop course. Competency-based accreditation adapted the ADDIE model and follows the steps to verify the course design. Therefore, the main line of literature review of course development was focused on ADDIE model. ISD is a model to guide instructional course design practice. The model helps to decide the tool to use and show the linear stages (Gustafson & Branch, 2002). Since no model can fit into all kind of situations, it was renewed and created by the time. As a improve model of the ISD process, the ADDIE model was appeared. The ADDIE model is of the ISD process, which includes analysis, design, development, implementation, and evaluation (Gagné, Golas, Keller&Wager, 2005). There is also a linear process of steps to follow and to design the course (Branon, 2011). The model includes more feedback and interactions which makes it more flexible. Five essential stages are used to corporate with the knowledge of how people learn. The ADDIE model is used to solve the identified problem, analyze goals, and find the way and method to make the course meet the goal. The design stage starts choose the system. At development stage, instructors are in charge of writing materials, pilot instruction and materials.At the implementation stage is a procedure stage which to decide speakers, learners and the way to provide feedback. Finally, the system is evaluated and modified which is the most difficult part. The way to choose to evaluate is hard. Some performance is not easy to evaluate no 7.

(16) matter is in multi-dimensions or some simple guideline. The ADDIE model has had big influence on the training field, which remains very popular today.. Definition of Competency-Based Course Definition of Competency The word "competency" is continuous appearing in the human resources field (Woodruffe, 1993). Boyatzis (2000) mentioned that an organization must find a consistent balance between competencies of the staffs, the demands of the job and the organizational environment, so appropriate competencies are needed to effective output at work. Competency could be divided into two parts, knowledge and capability whichcan be gained by training.Other important competency development model set it as five main steps included front-end needs analysis, competency model, development, curriculum planning, learning intervention design and development, and evaluation. Define and set specific competencies in all level of jobs in organizations can increase the performance and effectiveness in organization, as we use training program to eliminate the competency gap. McLagan (1997) simplified the structure of competency into knowledge, ability and skill, which definition has been widely adopted and became the most popular definition of competency. To summarize, competency is a dimension of significant behavior which allows a person to perform well (Woodruffe, 1993), are dimensions of behavior, and so we are seeking to specify what competency should be involved in order to reach the goal.Some definitions of competency refer to work tasks and the results of the outputs, while others define competencies as work knowledge, skills, and attitudes (McLagan, 1997). Parry (1998) provided definitions defining competency as the following: “A cluster of related knowledge, attitudes and skills that affects a major part of one's job (i.e., one or more key roles or responsibilities); that correlates with performance on the job; that can be measured against well-accepted standards; and that can be improved via training 8.

(17) and development (p. 60).” Competency models are used to clarify specific competencies which can improve worker performance (Rothwell &Lindholm, 1999). Competency models are divided into two different categories, generic and organizationally. Generic competency models include entire classification of workers or industries, such us developed by government researchers, academics. Organizationally specific models are developed by larger organizations (Wills, 1993).. Definition of Course Course contains lecturer or instructors, syllabus, time constraint and it is usually focus on unit subject. Some courses are defined contain individual subject while others include entire program. When it mentioned to time constraint some courses last only dew weeks, while other courses continue for one semester or even more. After finishing the whole course, students will get grade or academic credit.Moreover, there are different types of course, for example, lecture, seminar, tutorial, laboratory course…. Some courses combine more than two of teaching ways include lecture, discussion and practice. Coursesare explained in detail.. Definition of Competency-BasedCourse New development and innovative learning environment to increase the effectiveness of both teaching and learning become more important recently since competitive advantage of knowledge, intellectual property and human capital. Today, intangible assets account for most of the company’s value. Compare to the previous era, to keep in competitive advantage it is not only to have new equipment and low-cost production but to increase human knowledge and skills. Competency-based course is to identify competencies for each topic in learning objects and to write detail of what knowledge, skills and attitude student will gain after finishing the whole course. Well-trained in competency course enable students get a job successfully. 9.

(18) Competency-based course can reduce the gap between school and work act and increase skill and productivity in labor market.Education should focus on competency-level training and make students “industry ready” (Passow 2012). Through competency-based course we can easily identify those capability and characteristics required by industry.There are different kinds of definition of competency but no definition is universally accepted (Ducrot & Shankararaman, 2015). Most of competency-based course and learning programs have been in professional or vocational training sector (Baumgartner & Shankararaman, 2013). Competency-based training can give confidence in trainees’ capabilities, if they successfully complete their program and exhibit competency during their period of training (Ranil, et al., 2014). Course design involves writing competencies the students should learn at the end of the course. After finishing the course, students are requested to have a certain standard of outcome. At the time, students must have the skills and knowledge written by the course set.. Key Elements of Competency-BasedCourse Policies and practices have big influences in making organizations effective and reaching strategic goal. Therefore, it is important to design and implement policies and processes to ensure that the human capital in the organization is meeting the organizational goals and objectives. Human capital has been considered as the cooperated competencies of the staff. In order to eliminate the gap between school and job, the well design of competency curriculum will be useful for students, to make sure the learning process is in the right and effective way. Learn to meet the need of the workplace by improving standards. Therefore, the entire work force will be able to operate more efficient and effectively as all well trained personnel will have more confidence to seek more knowledge, and will have a higher degree of job satisfaction as they ascertain a higher compensation for their improved development 10.

(19) (Thonguthai & Kaewkuekool, 2011). The benefits of well-trained workforces are also culminating and generational as personnel will help transfer their knowledge life experience to future jobs. There is a strong need for unqualified workers to gain qualification in order to raise standards of practice, and also gain more ideal pay (Rezaiea, Ostadib, Tadayoun, & Aghdasi, 2009). We have a huge need to enhance the skills and knowledge of unqualified workers and unemployment, and to make students to solve the gap between school and firms, so the competency curriculums are designed to be relevant to the needs of employers and industry. After the education and training we request learns to be fully expressed under “competencies”and which can be classified as “objectively” assessed toward the workplace. KSAs are the foundation of competencies. A job can be divided into different tasks. Through analyze tasks, competencies can be defined in order to fulfill a job. Competencies can be divided into knowledge, skill and ability. Knowledge. Knowledge contains understanding how, when and why to do the job, which include knowing the principle of the jobs, job process and detail information of the job. Moreover, knowledge can be divided into declarative knowledge, procedural knowledge and strategic knowledge. Declarative knowledge is about some factual information such as legal, principal and rules set and define clearly. After having factual knowledge, it refers to procedural knowledge which means knowing the rationale of fulfill the job and apply of the declarative knowledge. The highest level is strategic knowledge which means in order to reach the goal one can know clear the inner rules, plans and have the ability knowledge to monitor and revise activities. Skill. Based on Blanchard & Thacker (2010), skill is be able to do the job in an action way. To simplify it, it’s about knowing how to do the job and the timing to do the job. Skill can be divided into two levels: compilation and automaticity. Compilation is in lower level which 11.

(20) means when a person is still a novice or a newcomer. Automaticity means one can finish a job without thinking and do it with subconscious. Practice makes perfect can fully describe a person in automaticity skill. Attitudes. Behavior can be affected by attitudes so that attitudes are important impact factor of implement one job. Therefore, change a person’s attitude can change the performance of a job. Although compare to knowledge and skill pervious mentioned, change one’s attitude is the hardest. In competency course, the facilities need to analyze which contain knowledge, skill and attitude in different tasks of one job or one training objection.The principle to write the competency and criteria of behavior need to follow bysituation, task, action andresult (STAR) or to followaudience,behavior,condition anddegree (Xiao, 2013). By follow these two principles, it will be easier to identify weather the level is correct.. The Standards of Competency Course The term“standards”has been linked with “training standards” for a long time. Competency course requires the setting of standards. Applicants have to carry out all these tasks correspondingly in order to be judged and verified. Accreditation Council for Pharmacy Education’s (ACPE) Standards in 2007 mentioned that the curriculum must define the expected outcomes and be developed with attention to sequencing and integration of content and the selection of teaching and learning methods and assessments. In Australia, competency standard are adopted an integrated model of competency, which includes description of practical behaviors and performance factors. (Melbourne Department of Human Services, 2005). Competency-based standards were mentionedin the early1990s which enable to maximum the use of skills in the community and to provide a framework for well-designed processes. While competency standard provide useful 12.

(21) framework, it is clearer for academic program and training institutions to follow up. The competency standard is highly dependent on workplace experience and culture (Johnson & Hager 2008). In National Vocational Qualifications which is anaccreditation system, each course is dived into elements of competence. Each elements of competence has related to performance criteria and range statements. The purpose of the statement is to outline the specific competencies in the curriculum (Rezaieaet al.,2009). The standards of the qualification organization accept evidence base on the judgement of the depth and breadth of the applicants’ knowledge, and values. After organized of the accreditation of standards and requirements, the following are some basic requirements: . Student selection, student qualification. . Design and review of curriculum. . Describe workplace and practice learning opportunities. . Industry background. . Draw the process map or curriculum map. . Point the competencies of each course. Analysis of iCAP The goal of competency-based course accreditation is to make assurance the quality of competency curriculum. The main task of competency-based course accreditation is to examine the process of course to make sure the training development and the consequence having high quality, and to make sure the if it’s conscientious, appropriate and effective among the course demands, course design and course development. After training institutions implement the requirements set by competency-based course accreditation, the organization will give them a certification symbol. 13.

(22) The mission of course design is to conduct competency model focus on different jobs in specific industry, enterprise or organization. Therefore, the learners can gain the specific level of behavior through competency learning.Workforce Development Agency developed the guideline followed by five dimensions of analysis, design, development, implementation and evaluation. The committees will exam the cases follow by ADDIE requirements they announced on their official website.. Critical Success Factors Critical success factors (CSFs) is to define the strategic ways to reach organization goals.The success and failure factors were first introduced by Zhou, Huang, & Zhang in 2011. CSFs were first used in the researches of project management, and became widely applied in various fields such as organizational management, operational management and supply chain management. CSFs are generally defined as “ways to ensure successful competitive performance for the individuals, departments, or organizations” (Ravinder, Rajesh, & Ravi, 2015, p. 385). CSFs are indication to “get right” insuccessfully and completely fulfill the business goals (Rockart, 1986). Rockart also mentioned that the process of identifying CSFs helps to ensure that factors gain the necessary attention. The CSFs follow from the vision and mission of the organization and from a strategic evaluation of the market. CSFs as the elements, such as quality, time, cost reduction, innovativeness, customer service, or product performance, which creates long-term profitability for the organization. Knowing the right way and do lots of prepare of CSF can reduce time and cost when complement one project and to have a significant impact. When CSFs are adequately implemented, they helps and is as a guarantee of successfully improve the development of an organization. 14.

(23) If too many CSFs are listed, it is easily for policymaker causing misunderstanding and difficulty in practice. Therefore, it is not the more the better. CSFs can be external o internal and can influence business or project in either positively or negatively ways. Furthermore, CSFs may also be calcified ingenerality or specificity perspectives. After literature review, researcher found that there are many elements of success factors suit for different goals and different industry. In process management, CSFs contain teamwork and team development, communication and awareness, customer focus, process mapping, process performance measurement, customer/supplier relations, benchmarking and top management support (Rezaieaet al., 2009). While in supply chain the CSFs are communication, setting of standards, development of relationships, performance monitoring, knowing the payback period, inventory management, transport and capacity planning, human resource management, continuous improvement, resource management (Power, Sohal, & Rahman, 2001). In general category, it can be divided in technology factors, organization factors, social factors and personal factors (Shih & Huang, 2009). Some general factors adapt in business competitive advantage include decision-making, knowledge and training, administration controls, adaptability, top management support and system efficiency.. The Method of Analyzing CSFs There are some main methodologies of finding CSFs which include DEMATEL method, Delphi method and semi-structured interviews or interviews. Delphi method. The Delphi method asks questions andselect optimal answers in two or three-rounds. Usually it collects data from academic experts, public policy developers orexperts from industry with full experience bur not exceeding 25 people. Too many selected experts will cause opinions divergent and hard to concentrate on specific concept. Delphi researches are used to predict future problems or solve problem in specific field (Custer, 15.

(24) Scarcella, & Stewart, 1999). Delphi method needs to assume that experts provided true and honest responses without any concernand chosen experts are from practical industry without information lag and clearly understand the scope of the problems. Semi-structured interviews. The purpose of this qualitative phenomenological research study is to observe and describe lived experiences, perceptions and behavior from the research study participants and also is allowed to interact with the research study participants (Ivey, 2013). Interview. The traditional interviews doing by oral which can get deep information from interviewees when being asked in open-ended questions. It is important to give interviewee a comfortable atmosphere to let them be willing to share deeper experience and information. It is better to ask questions in the same scope among different interviewees to stay the consistency and reliability. Through in-person interview research can get full-scale of picturesand specific event. After the analyzing of literature review, researcher decided to use interview to search the CSFs of competency-base accreditation which can get in-depth and insight information and full stories from interviewees.. 16.

(25) CHAPTER III. METHODOLOGY. This chapter included six sections: (1) conceptual framework (2) research methods (3) research participants (4) data collection and analysis (5) validity and reliability (6) research procedures.. Conceptual Framework The figure below describes the picture and process the study tries to find out. Through the input of the literature built the groundwork of the study. Conclude and find out the result by doing the process of interview. Applicants Other Issues and Suggestions. Critical Success Factors Reviewers. Figure 3.1.Conceptual framework. Research Method This study will conduct document analysis and face-to-face interview for this study. The researcher will choose interviewees to conduct pilot interview. After pilot interview, the researcher can find out the missing stuff and improve in the future study. Therefore, the study will increase the rate of successfully collect right and full information. Through document analysis it can help the researcher analyze and interpret data records which are relevant written material. The researcher will find document through public records on official website of iCAP. In order to get more information of requirements and relevant regulation the document analysis is necessary. The consequence got from the method of literature review led to design the concept of research questions and interview questions.This study is an exploratory study. It is significant for relevant institutions to be reference materials so that relevant institution can save 17.

(26) exploratory time. According to the significance of the study there is no strong relevant study. Therefore, this study will find put benchmark cases and analyze them. Finally, this study will find out critical successful factors of implement iCAP requirements. This study was an exploratory, qualitative study. The qualitative researches are based on exploratory, discovery and inductive logic. Find important scope among the data without do assumption before data collecting. This study will adapt qualitative approach to find out relevant information and answers. The qualitative research has specific strengths and is different from quantitative research. It can find out detail and rich information through interviews. Moreover, when asking questions, the interviewees will not limited by the questions. The researchers can find deeper information by using quantitative research. This study will conduct direct interview to the participants. The interview process will comprehensively describe in data collection.. Research Participants Population The competency-based course accreditation established by Workforce Development Agency in Taiwan for 3 years, from 2014 to date. The applicants chose form the list of official web site of iCAP with 44 passed cases. The researcher chose cases from the official website and searches the phone number of institutions or companies from website and called them by phone to ask if they agree to join the face-to-face interview. After their agreement, the researcher sent the draft of interview questions and makes sure the date to interview. In the seven applicants, there are there form government institutions and four from private company. For the other category of target interviewers, it was a little bit harder to find, because there is no open information on the official website. The researcher found the consultant name list on the official website of Workforce Development Agency. Consultants 18.

(27) in this name may be potential interviewer in this study. The researcher called by calls to ask if they are reviewers of competency-based course accreditation. Then the researcher found two reviewers from that list. After the interview with reviewers, the researcher used snow-ball method asking reviewers recommend name list of reviewer to have interview. Finally, six interviews of reviewers were found, three of them are school professors and the other three are from practical firms. The reason why competency-based course accreditation would request them to be reviewer is because they have knowledge of course development, competency and knowledge of some particular industry.. Criteria of Participant Selection and Interviewees The participants in two different dimension in this study selected the following criteria selection: (1) they had experienced of leading or involving whole process to fulfill the competency-based course accreditation and passed the accreditation; (2) since the competency-based course accreditation have been run for three years, the cases were reviewed is in big amount. The selection of reviewer was at least reviewed five cases of competency-based course accreditation. Based on the criteria applications and reviewers were chosen. Details information were showed at Table 3.1. and Table 3.2. Applicants were named from letter A and reviewers named from letter B.. 19.

(28) Table 3.1. Information of Applicants Interviewee. Location. Industry. Aa. Taipei. Education. Ab. Taoyuan. Hotel. Ac. Taipei. Education. Ad. New Taipei City. Medical Treatment. Ae. Hsinchu. Technology. Af. Taipei. Consultant. Ag. Taipei. Insurance. Table 3.2. Information of Reviewers Interviewee. Profession. Review Cases. Ba. Professor. More Than 10. Bb. Professor. More Than 10. Bc. Professor. More Than 10. Bd. HR Profession. More Than 5. Be. Training Consultant. More Than 5. Bf. TrainingConsultant. More Than 10. Bg. HR Profession. More Than 5. In order to make it more convenient to describe and make it clear to describe the transcribe at the layer chapter, the researcher name the fake name for all the interviewers. the fake name were showed at Table 3.3.. 20.

(29) Table 3.3. Fake Name of Reviewers Code. Fake Name. Code. Fake Name. Aa. Abby. Ba. Bob. Ab. Alice. Bb. Ben. Ac. Andy. Bc. Bill. Ad. Alan. Bd. Bella. Ae. Adam. Be. Bonnie. Af. Alex. Bf. Betty. Ag. Angus. Bg. Brown. Data Collection and Analysis Data Collection This study conducted face-to-face 14 interviews in 4 weeks. The fourteen interviews were scheduled from May 30 to June 20 in 2016. The researcher interviewed participants based on interview questions. Before the interview, the researcher sent instructions to interviews describe about the time period and promise to keep confidential using code to represent participants when it mentioned in the study, data collected were only used in academic field. The interview process was speaking in Chinese and transcripts were typed down in Chinese. The transcripts were finished with the type-recorded which recorded when interviewed with consent. The researcher used oTranscribe as a helping tool to type down the transcripts and made it into Microsoft word file.. Instrument The interview questions were designed followed by the founding of literature review and based on research questions. The interview questions were designed to explore the applicants' 21.

(30) and reviewers' experience of the factors benefit of successfully passing the competency-based course accreditation. A pilot study was conducted with two interviewees, one was reviewer and the other one was applicant. The pilot interview question for reviewer included seven questions showed in Appendix F; for the pilot interview question for applicant in eight showed in Appendix G. After the interviews, the research found that the research questions needed to be revised. The questions cannot be too narrow; it should be wide enough to let interviewees to share more information. It was inappropriate to put the factors in the interview questions which led interview to answer in a narrow way. Second, it was inappropriate to out yes or no questions and only two choice questions. In this way, the information got from interviewees would be limited. The final interview questions were revised by collecting data from pilot study and showed in Appendix B and Appendix C. Before the interviews the advice and guidance were consulted by expert, advisor professor and classmates who had experience of interview. The modified interview questions were validated by experts. The questions were translated from English to Chinese since the interviewees are all Taiwanese.. Procedure of Interview This study will use phone call and e-mail to contact participants to make a reservation for face-to-face interview. Participants will receive the guideline and be introduced the content of the research before the face-to-face interview. The interview will be an hour-long oral, voice-recorded and hand-write-recorded interview. Doing both tape-recorded and hand-write-recorded together is to increase reliability. When interviewing the researcher need to build a relaxed atmosphere, which make it possible for interviewees to share freely about their opinions. After the interview, the data will be transcribed verbatim, and the transcribed verbatim will be sent back to interviewees to make sure if all context are right and if there is 22.

(31) any misunderstanding. This behavior is to enhance the validity of this study.. Data Analysis The researcher used five steps stage to analysis the data. First, transcripts were typed in original language. Second, after the transcripts were finished, the researcher coding with key word and key sentence in Chinese to avoid the translation-related difference in language. The research highlighted the keyword and key concept on the transcripts. Third, the researcher reviewed the data a second time looking for potential patterns and found out the missing coding data. Then, in forth stage, the researcher reviewed organized coding data, see figure 3.2, and categorized them. It was easier to identified data in cluster. At the last step, coding data was translated into English. In order to remain its mean, the researcher took peer review together to translate, all of them were good at English and some of them graduated from English major.According to the transcripts, code it by sentence with coding numbers. Then, use the coding numbers to find out the keywords. Next step use keywords to categorize the data. This study used oTranscribe (http://otranscribe.com/) as a help tool to type down transcribe more efficiently. After typing down the entire transcript, the researcher read it carefully and checked if there is any mistake. After that, the researcher coded it and categorize down the same meaning in the transcript. The researcher compared differenttranscripts and clustered the same category. At the last step, the researcher identified the relevance meaning in the cluster and answered the research question.. 23.

(32) Aaa01 The number of interview questions The category of interview questions The order of interviewee Category of interviewee Figure 3.2.Coding category. With the interviewees’ permission of voice-recorded, the basic processes for data organize and analysis will conduct as the following steps: 1.. Transcribing data into transcripts. 2.. Reading and revising transcript. 3.. Categorizing and coding the data. 4.. Comparing and inducing. 5.. Identifying the relevance and answering the research questions The following figure shows the category number of this study:. Validity and Reliability Validity In validity, it refers to whether the information makes sense. Usually, the studies use the method of members review. The importance of validity in qualitative study refers to be plausible, trustworthy and defensible. To avoid the bias from researcher, it is important to do the interview process, procedure and analysis carefully. To ensure the validity, all of the interviewee will receive the transcripts and findings to make sure if they agree or not or there are any misunderstanding. When coding the data, the researcher highlighted the meaning first and categorized it. After the process of categorize, the researcher clustered it.The data collection from pilot interview can answer the research propose. all the interview questions 24.

(33) were perfectly answered by the pilot interviewees.After pilot interview, most of questions were changed and redesigned which answered the research propose.. Reliability To ensure the reliability, this study use both tape-recorded and hand-write-recorded method to organize the information and also provide audit trail to do the data coding. In addition, the researcher use the same procedure to collect, categorize and analyze in order to reduce the biases that may happen in the study.When it mentioned to the coding part the researcher had two members for peer review of coding.Theresearchergave members all transcribe and described the purpose of collecting the data and the meaning. Then, asked them to identify the same meaning of the main factor.After coding, the researcher and members discussed together. The researcher finally organized all the coding and compared it. The result form three members include the researcher used average method to make the result.. Research Procedures This study started from reviewing and searching for the relevant literature.Whole Process shows as Figure 3.3.After having previous analysis, the researcher conducted the research title as “Critical success factor of successfully pass the competency-based accreditation.”After determined the topic, the researcher collected the relevant literature form local and foreign databases. Due to the comprehensive realized of the study, the research framework was conducted. Before the interview, the researcher conducted the interview questions and discussed with advisor to ensure it is complete and effective. The study collects the practical data about critical success factors through the face-to-face interview. The analysis will organize according to the research questions. The final step is to conclude the finding which answered the research questions.. 25.

(34) Identify the Research Topic. Conduct Literature Review Develop Research Framework Design Interview Questions Interview Analyze Data. Conclude Research Findings. Figure 3.3. Research procedures. This study used in-depth interview method to collect data. By sharing information through the whole process of accreditation from participants and after finishing organized and coding data, the researcher found some important factors. The results were showed in the next chapter.. 26.

(35) CHAPTER IV. FINDINGS AND DISCUSSIONS. This qualitative interview involved staffs who passed the competency-based course accreditation and reviewers who have reviewed cases of the accreditation. The results gotten by interviewees and the researcher clustered the same items into one main factor which includes factors of Attitude to the accreditation expectations, Information, Course, Resources and Communication and Convincing.The items below the factors and details information in each item showed in Table 4.1. In Chapter 4, the researcher used five main factors to categorize and to describe.. Attitude to the Accreditation Expectations In the critical factor of attitude contains two main factors which are the determination and intention of preparing the whole process and the deep knowledge of competency-based course accreditation.. The Determination and Intention of Preparing the Whole Process The route of prepare for the whole process is long and need to spend lots of time. The facilities not only need to finish original task but also extra work for preparing for the accreditation. Therefore, the positive attitude for the accreditation is very important. The statements are as follow: “The applicants have lot of their original tasks. While involving in the process of accreditation, they need to spend extra time to prepare (Bfb05).” “The applicants should have determination to prepare of all the process. If the level of intention was high and did big effort to finish the whole process, the possibility of passing the accreditation will be high (Bgb08).” “If you have strong eager to finish the whole process, you will have complete plan for the whole thing before everything starts. Positive attitude for the prepare work is significant. It is relevant to the continuous process (Bfb08).” 27.

(36) Table 4.1. Coding of All Interviewees Aa Attitude to the. Ab. Ac. The determination and intention of. Ad. Ae. Af. Ag. V. V. V. V. V. V. Ba. Bb. Bc. Bd. Be. V. Bf. Bg. V. V. V. V. accreditation preparing the expectations whole process The deep knowledge of competency-based course accreditation Information. Pervious plan Organized document Evidence and prove document. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V V. V. V. V. (Continued). 28.

(37) Table 4.1.(Continued). Course. Analysis. Aa. Ab. V. V. The develop of competency. Resources. structure The logic of course design Supporting. Teamwork Communication and Convincing. Ac. Ad. Ae. Af. Ag. V. V. V. Ba. Bb. Bc. Bd. Be. Bf. V. V. V. V. V. Bg. V V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. V. 29. V.

(38) “From now on it is hard to find the outcome of passing the accreditation so having the positive view to the accreditation is important. If they have the heart to fulfill the whole process then they will do anything and try anyway to finish it (Bfb08).” What to keep applicant to keep going for the whole process is to have a positive thinking, which showed in the following statements. As Adam said:. The applicants need to have passion and determination. The accreditation was not supported by higher manager. Why do I need to do a lot of extra work? It is important to keep the learning heart and passion. The experience will be helpful. In the condition of lack of support positive thinking is important. It is important to know for what reason and for what purpose they want to apply for this accreditation. After realizing for what reason to fight, they start to have intention to finish all the things (Aeb12).. It is a really huge process and time consuming for the whole process of preparing for the accreditation so the positive thinking for applicant is really important. To realize of why they fight and what they will get from this let them do anything to finish all the task. The determination and the intention from applicant is a critical factor.. The Deep Knowledge of Competency-Based Course Accreditation In this factor most interviewers who mentioned are reviewers. Do some work to get more information? They should know the details in each part and the big structure of ADDIE model. Except the knowledge of course design, since this accreditation is focus on competency-based course, the applicant should have clearly concept of competency analysis. The interviewers mentioned as followings. As Alex said:. We should know how to arrange the main point in eighty pages and realize what the main point in every part is. We should think about what to present to the reviewers. 30.

(39) Since we have deep realization in the accreditation, the process of writing the whole thing is not difficult for us (Afb05).. Angus said:. The accreditation had held some instruction meeting to tell us how to prepare for the accreditation. The meeting in Taipei was full, I went far to join the meeting in Hsinchu. The more I realize on the accreditation the higher possibility to pass the accreditation (Agb03).. “All members in my department realize the concept of Addie. They know how to design a good course (Aeb07).” Bob2 said:. The main point of passing the accreditation is having sufficient realization of Addie model, which means to realize what is the mission and the concept of the model and to realize why to use ADDIE. It is ordinal; the course design should follow the process (Bab02).. “The applicant not only should have clear knowledge of ADDIE model but also the concept of competency-based course. The connection of process should have close relation. The competency of job request should show in the document (Bbb02).” “Sometimes they didn't know how to design a course well. They did not have strong knowledge of ADDIE. They should learn more or join some workshop (Bfb06).” The accreditation offered the manual on the website; the applicant should in deep familiar with it. The statement showed in the following: “They should read over the manual the accreditation offered and be familiar with thirty 31.

(40) criteria. There are a lot of terms which are not easy to understand. Therefore, it is important to realize all the detail in the manual (Bgb8).” The applicant should read the manual the competency-based course offered. They should realize what the meaning of every criterion. The applicants should do some work to collect information or join some instruction meeting to increase the knowledge of competency-based course accreditation.In the critical factor of attitude contains two main factors which are the determination and intention of preparing the whole process and the deep knowledge of competency-based course accreditation. The route of prepare for the whole process is very long and need to spend extra time of original tasks. The positive attitude for the accreditation is very important to let one keep going for the process until the whole preparing work ends. The strong eager will lead to high possibility of successful passing. Therefore, the determination and the intention from applicant is a critical factor. It is important to have deep knowledge of competency-based course accreditation including the ADDIE model and the method of competency analysis. Barron (2006) mentioned:. It is incredibly risky to place instructors into a course who have never demonstrated competence in a particular online environment. Targeted faculty orientation and training can reveal critical elements of skill and need. Requiring facilitators to participate in an orientation or initial training can reveal their aptitude and positions. (p.362). The applicants need to realize what the main point is in every part so when preparing for the accreditation, they can do the right thing and make it more effective. Some applicants even go far away from their company to join the meeting of introduction of the accreditation. They thought the more knowledge they knew, the higher possibility they could pass the accreditation.. 32.

(41) Information There are three factors in the critical factor of information, which are pervious plan, organized document and evidence and prove document.. Pervious Plan When doing everything it is important to plan first. Plan for every stage and put it in the schedule is very helpful to develop the following time schedule. Alex said:. In the previous stage of plan, we listed down the entire thing needed to be done by each stage followed by the criteria. The list we wrote down was in very detail, which was as detail as for whom to involve the stakeholder meeting (Afb06).. “We draw the big structure first and then put in details step by step. We also inspect if the information were collected in time before the schedule we planned (Aeb08).” Alex said:. At the previous stage we had planned what to do in every stage. Some evidences were difficult to collect when the time already passed. It is easier to have a good plan first. The follower steps will be easy to do by following all the steps (Afb05).. “It is better to list down all the potential stakeholders no matter it are for interview or the stakeholder meeting. By doing so, it is benefit for the whole process (Afb12).” Some evidences were difficult to collect when the time already passed. Therefore, it is better to have a good plan first. The follower steps will be easy to do by following the plan. It is better to list down all the potential stakeholders no matter it is for interview or the stakeholder meeting. By doing so, it is benefit for the whole process and don't need to be worried in urgent.. 33.

(42) Organized Document The time for reviewer to examine is not quite long, so how to let reviewer realize the whole process is very important. The big amount of data and evident should organize well to let reviewer easy to identify. The statements are as follow. Bill said:. First main factor is to follow ADDIE. Second, due to the limit of the rule in eighty pages, the document which needed to put in should extract vital information only. The document to put in is not the more the better (Bcb02).. Ben mentioned:. The time for reviewers to examine was not quite long so if the information is easy to identify would be a critical factor. The most critical factor is to meet all criteria the accreditation request. The second important factor is to organize data let them present in a logic and clear way (Bbb05).. “The document which reviewers need to examine is quite a lot. If the reviewer didn't have lot of experience, when the time ends they can only inspect only one third of document (Beb05).” “The accreditation only uses paper-review way to examine the whole process so the information should be very clear. (Bfb05).” Bill said:. We will check the evaluation method if it fit the skill it require or not. We also examine if it evaluate by every single trainers. What the percentage of every source and how it be measured should be clearly described. The evidence should the products, test sheet and some reports. Therefore the file is very huge, it should be well organized to let reviewers 34.

(43) identify in short time (Bcb02).. The ability of writing a report is important. The skill of writing words in short sentence and full meaning is a critical factor. Betty mentioned:. The recommendation for applicants will be enhanced the ability of writing the report and increase the knowledge of course development. If the skill is insufficient, they should get more training. There are many classed or speech about competency course so they are easy to get close the class and to figure out what the main point of the competency-based course (Bfb12). Since the time for reviewer to inspect the document, it is important to arrange information in a easy way to identify. Moreover, the way of examination only use in handing paper,so it is important to let paper talk and to let reviewer recognize information in a short time. The skill of writing and the knowledge of course development and competency can be trained by taking class so this factor can take effort to improve.. Evidence and Prove Document The applicant not only should offer the evidence but also make it clear to let reviewer easy to identify. The reviewer will discuss together if the evidence they offer is appropriate or where they put in the whole document. Also, the reviewer will inspect carefully depend on the date in the evidence to make sure if the order is logic. The statements are showed as following: “The accreditation had designed a checklist for reviewers to examine item by item. They need to discuss and get consensus at every single item. Sometimes they will miss the information before pointing out together where the evidences are (Bab02).” Abby mentioned:. I thought the critical factor is the process. We conserved all the evidence when the class 35.

(44) started and all meeting hold. After finishing the meeting with focus group and stakeholders, the evidence of the meeting can show by photos. Actually, reviewers are very strict to the evidences. They inspect clearly at the date of the meeting and the signatures of the students (Aab05).. “It is important to keep all the evidence, because it is hard to find the evidence after the activity was over. Therefore, it is efficient to keep the information when all stages goes (Aab12).” Ben mentioned:. The evidences are like the link of two stages to describe why it leads to the next stage. if the evidences didn't show up, the connection will be break and the logic will be weak. The evidence is like the button of the cloth. Everything unsuccessful cases were failed due to the missing connection (Bbb02).. Bonnie mentioned:. The last part is evaluation. Most of people thought it can be start at this stage. Actually, it should be built at the stage of development. It is impossible to plan to examine the result after the whole class. It should plan previous of what is the way to conduct the evidence and the evidence to show the result of learner is effect or not (Beb02).. The interviewer mentioned that it should include the evidence to show the involvement of stakeholders. The reported showed at the following statement: “How to involve expert to create competency analysis is important to show. The evidence need to show the involvement of stakeholders. They should show the involvement of different stakeholders with different evidences (Bab08).” 36.

(45) Besides the evidence of the attendance the interviewers also mentioned that it is important to show the result of learner, which reported on the following statement. Bob mentioned:. We inspect if they use the right evidence to show what they want to prove. For example, the result of learner, the proof of high satisfaction cannot represent the result the learners learned. If they used wrong evidence, it didn't match the criteria (Bab06).. Bill said:. We will check the evaluation method if it fit the skill it require or not. We also examine if it evaluate by every single trainers. What the percentage of every source and how it be measured should be clearly described. The evidence should the products, test sheet and some reports. Therefore the file is very huge, it should be well organized to let reviewers identify in short time (Bcb02).. “At the evidence part, we need to see the proof of if the learners have new behavior to transfer to their work (Beb02).” Among the result of learner, the accreditation request for the result of every single learner: “When it mention to the collection of the result, the competency-based course accreditation request for the evidence of every single learner. The facility needs to do extra work to take photos or film to collect evidences (Afb06).” Angus said:. We used two ways to verify if the learner learned what the lecturer taught at the class. One was record the conversation between learner and customer when they were talking 37.

(46) on the phone. The other one was asking their manager to have role play with them and scored them. We spent a lot of time to collect the score of every single learner (Agb05).. The evidence showed up to proof the connection between each stage and the proof of how they accomplished the class. The connections between all stages in ADDIE are proved by evidences. The evidence should involve especially the attendance of the stakeholder and the result of the learners. At the part of result of learner, the accreditation request to show the evidence of every single learner.There are three factors in the critical factor of information, which are pervious plan, organized document and evidence and prove document. Plan for every stage and put it in the schedule is very helpful to develop the following time schedule. It could help applicants to inspect if the information were collected in time before the schedules were planned. By doing the previous plan, they listed down all the potential stakeholders no matter it is for interview or the stakeholder meeting, so they don't need to be worry in urgent. It is important to put all the information in a clear way because the time for reviewers to examine is quite short and in the opposite the information is huge up to almost eighty pages. Let the reviewer easier to identify in a critical factor. Almost all the interviewees mentioned that the evidences were important. For the key point the accreditation request for the result of every single learner. Expect for the evidence of the learner result, the evidence is important because it showed the connection between two stages. Therefore, the proof of evidence made the logic of course design more smoothly.. Course The factor of course includes the ability to analyze, develop of competency structure and the connections between each stages.The factor of course includes the ability to analyze, develop of competency structure and the connections between each stages. The analysis is very important part of the whole course, because it is the start step of the whole thing. The course need to design on the condition of there is the demand of industry. The purpose for 38.

(47) this accreditation is to eliminate the gap between the academic and industry. After discovering the demand in the industry, the training institutions are able to design the training course to eliminate the competency gap between the industry and employees. Besides, the objective of the accreditation is to cultivate the training institution having the knowledge how to use competency analysis. Applicants need to analysis the competency among the work, and use those competencies to develop the course. It is important to show the evidence how they create it and how they develop the course follow by those competency analyses. They should involve expert of certain industry to build up and discuss the competency structure as a consultant. Then, when all stages are going to develop, it is important to be caution of the connection between each stage. Is must be convinced to connect each stages. Therefore, the order is very important. If the reviewers found that the evidences showed that the process was not in order, they wouldn't let the case pass.. Analysis In this factor, applicant should point out the demand of the industry. What kind of workers they want? How many employees they need? The purpose of this accreditation is to train the trainers and let them be available to work at the industry. Therefore, the first step of the accreditation is to show the demand of industry. The statements are as follow. Alex said:. Original course designs are started from the course content and to search for information to open what kind of course to attract more students. However, the purpose of the accreditation is to open a course which is fit to the need of industry (Afb02).. Bonnie said:. In the manual of 1.1.2, applicants need to describe the demand in the industry and the purpose of training. If there is no demand in the industry, there is no need to have this 39.

(48) training. The demand in the industry exists, and then the training course is valuable. Therefore, it can meet the purpose of the mission of the accreditation to solve the gap between industry and employees (Beb01).. “All the steps started from analysis. It was analyzed depend on the category of industry. The analysis is about to calculate the amount in the industry and what is the gap of competency between industry and employees (Bfa03).” The stage of analysis can be shown in different angles. Bonnie mentioned:. The demand of industry can be inspected in three dimensions, the practical in the industry, the policy of the government and the law and principle was set. If the applicant followed those three dimensions to analyze the demand in the industry, it will be complete (Beb02).. The following statements mentioned the way they use to get more information to analysis the need in industry. “Before starting, I interviewed with managers in my company to find out what id the need to open this class. The result I got is that managers seem it as an important course (Aeb06).” “I took reference of outside information to search for statistical from government, data from Workforce Development Agency and some website from the company. By inspecting the content and task they have is benefit to do competency analysis (Afb09).” The reason why this factor is important is because analysis is at the begin part. If there is any error, it cannot be resupply as evidences are. “The analysis is hard to resupply, because if we let them to hand the information of analysis which means the order was not in ordinal anymore (Bdb04).” 40.

(49) The analysis stage is the first step of whole process. The purpose of training course is to meet the demand of industry. There are many ways to search for the demand of industry. For some industry, if there is no industry demand or the time era already passed, the course is meaningless to develop. Moreover, after discovering the demand in the industry, the training institutions are able to design the training course to eliminate the competency gap between the industry and employees.. The Develop of Competency Structure The analysis of competency should build up by the demand of industry. The competency was discovered by tasks of the certain job. The document should show how the result of output connect to the competency they built. Ben mentioned:. The competency-based course is critical. Fist, applicants need to analysis the competency among the work and show how they organize those competency. Second, use the competency they found to build up the course and describe what is the connection between the course objectives. If the objective has the connection with competency, it should show how to deliver at the implementation stage. The analysis of competency is based on the analysis of the demand in industry. If the industry lack of some particular competency, the training course built to solve the gap. Honestly, it is not easy to build up competency structure (Bba02).. “The connection between competency analysis and course develop is very important (Bcb02).” “They should involve expert of certain industry to build up and discuss the competency structure. According to the competency, they should develop whole new course base on the competency analysis. They cannot use the original course to deliver. (Bcb08).” The analysis of competency is like the beginning head. If the head is right, the 41.

(50) possibility of right course design will be high. Nevertheless, if the start step is wrong, the following steps will go in the incorrect way. The statement showed in the following: “The analysis of competency is very important. If the competency structure is incorrect, the course design followed by the competency analysis will be in the wrong way (Adb05).” The purpose of this accreditation is about competency. In every stage, for example, the course objective and the output should have strong connection with competency. Competency analysis is like the head. After building up the competency structure, the course should develop follow by the competency analysis. Every detail should focus on the competency and tell the reason why they are connected. The way to create is also important. They should show the evidence with the involvement to expert in the industry and some stakeholders to have meeting together to discuss about the competency structure.. The Logic of Course Design In this factors reviewers mentioned that it is important to develop course step by step and they connect between two steps are very significant. The process of course design needs logic. It cannot be designed by the way whatever they want. It should be step by step by following the ADDIE course develop model. The output from prior step should become the input of next step. It showed by the following statement. Bob said:. It should be step by step. The output from prior step should become the input of next step. If the structure of cases did not follow the input and output, the logic is not appropriate then it is difficult to let them pass. Although they have evident showed in document, it is obvious to find that the order of stage is correct or not. The stage should follow the ADDIE model to design the course (Bab02).. Besides the ADDIE model, the logic of course design also followed by competency analysis the vision of this accreditation is competency-based course. As coding from the 42.

(51) following statement: “It cannot be out of logic. If the logic of course design was proved from competency analysis to course design, to evaluation method and to teaching method, then I believe that it should be high possibility passing the accreditation (Bca07).” Similarly, in other interviewer mentioned the analysis of competency at the front and the order of stage of course design are important, and the connections between stages are like buttons on clothes. They should show strong connection to lock each stage. The statements of the interviewer are the following. Bella mentioned:. The most important part is the structure of purpose. Some course did not connect with the previous stage of competency analysis and the competency and the course are in totally different way. Instead of designing by logic process, some course had the course first and then in order to meet the accreditation they put in competency after the course design. It’s like they have the body first, then they put head on it. It will be obviously not pass and meet the criteria of accreditation. The logic process of course design is more important than the adequacy of the document (Bdb02).. Bonnie said:. They should show strong connection between analysis stage and design stage. If the need of industry is not clear or the evidence is not strong at the analysis stage or the analysis of competency is not accurate, the route of learning is not convinced and no logic of how course develop (Beb05).. The rational route and the order of step is critical in reviewer’ mind. Therefore, the order is very important. It cannot be upside-down. The applicant should put emphasize on the rout 43.

(52) of design course. The responses were reported in the following statement: “First, the applicants need to realize the concept of training. Second, they should have clearly knowledge of how an ideal training goes in a logic way. Third, practical work is matched systematically (Bbb06).” “The teachers cannot switch classes whenever they want. It is important to follow the course map. They should teach course by course in order. It cannot be elasticity (Acb06).” “It should be careful of the logic after switch classes. If the class of sill was switched before the class of basic concept, they should discuss with teacher if it is appropriate or not (Afb06).” The connections between stages are like buttons on clothes. They should show strong connection to lock each stage. The statements of the interviewer are the following. Bonnie mentioned:. They should show strong connection between analysis stage and design stage. If the need of industry is not clear or the evidence is not strong at the analysis stage or the analysis of competency is not accurate, the route of learning is not convinced and no logic of how course develop (Beb05).. Most of interviewee mentioned the critical factors when preparing for the accreditation is to be careful of the logic of course develop. It should be cautious to follow the ADDIE course model and do the use systemic to develop competency analysis. The connections between each are very important. First, they should find a reasonable way to design course. Then, the evident of two stages should be convinced. The output of previous stage should be the input of the next stage. The logic which interviewees mentioned is that the course design should be continuously and the link between each step is critical. Therefore, the trainer should have clear and deep knowledge of course design, especially the knowledge of ADDIE 44.