One of the purposes
of education is to provide
talent for industry
development, and in particular,
the financial education programs are closely related to the industry. The World
Economic Forum (WEF) points out in The Future of Jobs Report that future job candidates must have the
following trending skills: analytical thinking and innovation, active learning
and learning strategies, creativity, originality and initiative, technology
design and programming, critical thinking and analysis, complex
problem-solving, leadership and social influence, emotional intelligence,
reasoning, problem-solving and ideation, systems analysis and evaluation. This study targets
college seniors who are corporate
interns as the research subjects, because they are already
exposed to business
realities and are aware of the status
of the practical world and their own shortcomings in it. Their
opinions will help facilitate schools to adjust curricula according to students' needs,
and to fill in the null curricula for the graduating students, while at the same time implementing the changes into
college curriculum planning. Since higher education is the cornerstone of a nation's
competitiveness, the goal of college
education needs to be more diversified and globalized; hence,
curriculum design will be the key that leads
to success. To date, research documents pertaining to null curriculum in higher
education is relatively scarce, even though current
school-industry cooperation has achieved the goal of high
levels of employment after graduation. This study conducted focused interviews
and open questionnaires at the selected university with a Department of
Finance. Hopefully, this study can help reduce the gap between learning and
practice in higher education. The
research methodology of this study is generally the same as most research
projects. To learn about the perspectives of technical college seniors concerning finance, this study adopts a standard mixed design model of combining the
questionnaire research with
qualitative analysis. In this study,
the information collected
via questionnaire survey concerning students' perspectives on the null
curriculum in finance department of a technical
university is presented as empirical data,
which is then analyzed
and verified. The findings may help illustrate the many possibilities and present some revelations for financial education
curriculum design, and may further
serve as a basis for course design for technical
universities and other similar colleges.
