T3-3-5
工業管理學系
博士論文（學位考試）評分表
學位名稱： Ph.D. in Industrial Management； Ph.D. in Management
學號：
學生姓名：
論文名稱：
教育目標 Goal
核心能力 Objectives
達成指標 Traits
優
LG1 專業知能 O1-1 學生具備且能活用進階管理 T1-1 活用進階管理理論知
理論知識
識
O1-2 學生具備整合與原創專業領 T1-2 整合與原創專業知識
域進階知識的能力
LG2 國際視野 O2-1 學生具備掌握全球化企業研 T2-1 國際思維
究議題的能力
LG3 創新整合 O3-1 學生具備高階管理知識研究 T3-1 研究探索與分析
能力
O3-2 學生具備批判思維並解決問 T3-2 批判思維與問題解決
題
LG4 資訊科技 O4-1 學生具備資訊知能應用能力 T4-1 資訊知能應用能力
LG5倫理道德
O5-1 學生能以企業倫理與社會責 T5-1 倫理
任的角度，實踐於學術研究和知識
傳播
LG6 社會知能 O6-1 學生具備有效溝通能力
T6-1-1 口語溝通
T6-1-2 書寫溝通
總分 (滿分為 100 分)
評核委員簽名
佳
可
劣
T3-3-5
評量尺規 Rubric for Student Achievements in Professional Knowledge and Skills
Trait：T1-1 活用進階管理理論知識
Level
Excellence
Criteria
Advanced
Skillfully and
managerial theory insightfully
application
interprets and
applies advanced
managerial concepts
and principles
Good
Satisfactory
Poor
Reasonally
interprets and
applies advanced
managerial concepts
and principles
Interprets and
applies advanced
managerial concepts
and principles
Fails to interpret
and apply advanced
managerial concepts
and principles
Good
Satisfactory
Poor
Trait：T1-2 整合與原創專業知識
Level
Excellence
Criteria
Knowledge
integration and
innovation
Successfully
integrates
interdisciplinary
Partially integrates
interdisciplinary
skills and
Attempts to
integrate
interdisciplinary
Does not yet
integrate
interdisciplinary
skills and
knowledge.
Demonstrates a high
degree of
intellectual acuity,
imagination, and
knowledge.
Demonstrates
intellectual acuity,
imagination, and
sensitivity.
Demonstrates some
skills and
knowledge.
Lacks depth of
intellectual acuity,
imagination, and
sensitivity.
skills and
knowledge.
Does not yet
demonstrate
intellectual acuity,
imagination, and
sensitivity.
Clearly
demonstrates an
awareness of interrelationships among
self, the discipline,
society, and culture.
awareness of interrelationships among
self, the discipline,
society, and culture.
Demonstrates little
awareness of interrelationships among
self, the discipline,
society, and culture.
sensitivity.
Does not yet
demonstrate
awareness of interrelationships among
self, the discipline,
society, and culture.
Good
Satisfactory
Poor
Trait：T2-1 國際思維
Level
Criteria
Global thinking
Excellence
Clear, accurate and
detailed analysis of
impact of relevant
global factors.
Analysis of impact
of most global
factors; some
inaccuracies in
analysis.
Analysis of impact
of some global
factors; some
inaccuracies in
analysis.
Incomplete analysis
of impact of
relevant global
issues; Erroneous
analysis of impact.
Trait：T3-1 研究探索與分析
Level
Criteria
Research, inquiry
and analysis
Excellence
Good
Satisfactory
Thesis is clear, easy
to find, and
appropriate to the
assignment.
Thesis is supported
Thesis is clear and
appropriate.
Thesis fairly well
supported.
Paper is fairly well
Thesis is fairly
clear.
Inconsistent support
for thesis.
Paper weakly
Poor
Thesis unclear
and/or
inappropriate.
Thesis not
supported.
T3-3-5
by the rest of the
paper.
Paper contains a
“roadmap” for the
reader.
There is a logical
flow to the
topics/arguments.
Conclusion follows
clearly from the
arguments
presented.
Trait：T3-2 批判思維與問題解決
Level
Criteria
Critical thinking
and problem
solving
organized.
Conclusion follows
from the rest of the
paper.
organized.
Conclusion is
acceptable.
Paper is not
organized.
Conclusion doesn’t
follow from the rest
of the paper.
Excellence
Good
Satisfactory
Poor
Evaluation of
solutions is deep
and elegant (for
example, contains
thorough and
insightful
explanation) and
includes, deeply and
thoroughly, all of
the following:
considers history of
problem, reviews
logic/reasoning,
examines feasibility
of solution, and
weighs impacts of
solution.
Evaluation of
solutions is
adequate (for
example, contains
thorough
explanation) and
includes the
following: considers
history of problem,
reviews
logic/reasoning,
examines feasibility
of solution, and
weighs impacts of
solution.
Evaluation of
solutions is brief
(for example,
explanation lacks
depth) and includes
the following:
considers history of
problem, reviews
logic/reasoning,
examines feasibility
of solution, and
weighs impacts of
solution.
Evaluation of
solutions is
superficial (for
example, contains
cursory, surface
level explanation)
and includes the
following: considers
history of problem,
reviews
logic/reasoning,
examines feasibility
of solution, and
weighs impacts of
solution.
Excellence
Good
Satisfactory
Poor
Communicates,
organizes and
synthesizes
information from
sources to fully
achieve a specific
purpose, with clarity
and depth
Communicates,
organizes and
synthesizes
information from
sources. Intended
purpose is achieved.
Communicates and
organizes
information from
sources. The
information is not
yet synthesized, so
the intended
purpose is not fully
achieved.
Communicates
information from
sources. The
information is
fragmented and/or
used inappropriately
(misquoted, taken
out of context, or
incorrectly
paraphrased, etc.),
so the intended
purpose is not
achieved.
Trait：T4-1 資訊知能應用能力
Level
Criteria
Information
literacy
Trait：T5-1 倫理
T3-3-5
Level
Criteria
Excellence
Students recognize
thoroughly the
organization's (code
of conduct and
ethical culture) and
external entities
(government and
professional
organizations via
laws and
professional codes
of conduct) role in
creating effective
corporate
governance.
Trait：T6-1-1 口語溝通
Ethics
Level
Criteria
Excellence
Student uses a clear
voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
Trait：T6-1-2 書寫溝通
Oral
communication
skills
Level
Criteria
Written
communication
skills
Good
Satisfactory
Poor
Students recognize
adequately the
organization's (code
of conduct and
ethical culture) and
external entities
(government and
professional
organizations via
laws and
professional codes
of conduct) role in
creating effective
corporate
governance.
Students recognize
the organization's
(code of conduct
and ethical culture)
and external entities
(government and
professional
organizations via
laws and
professional codes
of conduct) role in
creating effective
corporate
governance.
Student unable to
identify components
of effective
corporate
governance.
Good
Satisfactory
Poor
Students’ voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
Satisfactory
Poor
Students’ voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
Excellence
Good
Writing consistently
demonstrates
variety in word
choice and
sentence/paragraph
structure. Writing
clear, concise &
level of formality
well suited to
purpose.
Writing often
demonstrates
variety in word
choice and
sentence/paragraph
structure. Writing is
clear, concise &
level of formality is
appropriate.
Writing
demonstrates some
variety in word
choice and
sentence/paragraph
structure. Writing
communicates, but
some lapses in
clarity &
conciseness. Level
of formality
somewhat
appropriate.
Writing
demonstrates little
or no variety in
word choice &
sentence/paragraph
structure. Many
lapses in clarity and
conciseness. Level
or formality is
inappropriate to
purpose.