1. Course history

National Jinan International University is located in Puli, the center of Taiwan. The suburbs are full of various tourist attractions and natural ecology. In the early days, it attracted culture, education and people of insight from all over the world to live here. In the eighty-fourth year of the Republic of China, the National Jinan International University was formally established in Taomili, Puli Township, with a view to integrating resources and cultivating outstanding talents with a broad mind and sincere and simple character. When National Jinan International University was first established, it took enriching its own cultural connotation as one of its development goals. When recruiting students, it recruited many outstanding overseas Chinese students from all over Asia, bringing more culture and vitality to the campus, and also created Many unique courses of creativity and culture enrich the campus life of students.

According to the future talent needs of emerging industries, our school has integrated more than 60 teachers from various departments of the School of Management (International Business, Economics, Asset Management, Finance, Tourism, Tourism and Tourism), and was approved to establish the "Emerging Industry Strategy" In the 2010 academic year, the doctoral class of the State-owned Enterprise Department was merged into this program, and the tourism innovation group was added in the 2015 academic year. Currently, the doctoral program recruits 13 students each year, divided into the international enterprise group (4 students) , Industrial Strategy Group (4 members), Tourism Innovation Group (5 members), and a number of foreign students, land students, etc. There are currently more than 90 students, who come from the management elites of various emerging industries. This program meets the needs of the rapid development of the country's emerging industries. In the 2016 academic year, the master's degree program of emerging industry strategy and development was established, which complements the doctoral program. The goal is to serve as a high-level professional manager in emerging industries.

2. Course development

The development direction of this program is based on the country's overall development strategy, in response to the country's development of major emerging industries, combined with the professional teachers of the school's School of Management, to cultivate high-quality management talents for emerging industries. In order to continue to promote the medium and long-term plans of the school and the School of Management, and to be in line with the development of the country's emerging industries, the "Emerging Industry Strategy and Development Doctoral Degree Program and Master's Degree Program" were established to cultivate high-level talents in emerging industry management and research , and serve as a platform for industry-university cooperation between the school and emerging industries.

(1) The educational objectives of this doctoral program are:

1. Cultivate high-level excellent management talents;

2. Strengthen industrial innovation capabilities;

3. Enhance students' academic research energy.

(2) The core competencies of this doctoral program are:

1. Innovation and problem-solving skills;

2. Professionalism and leadership;

3. Integration and analysis capabilities;

4. Ability to industrialize academic achievements;

5. Insight into international industries and trends.

3. Teaching purpose and target characteristics

The purpose of this program is to "cultivate strategies for emerging industries and develop high-level talents", in line with my country's emerging industry development policies, to cultivate outstanding high-level management talents; to provide training channels for incumbents in enterprises, to strengthen innovation capabilities; to enhance students' academic research and industry-university cooperation energy . The course planning of this program adopts a split-group design. Each group has mandatory elective courses to meet the professional requirements of the group. In addition, in order to reflect the cross-field characteristics of emerging industries, students can take elective courses across groups, but the limit is nine credits. There are also micro-courses planned for this program, which adopt a small class teaching system (2 students in the doctoral class) and are jointly taught by a number of cross-department teachers to create a "student-centered, problem-oriented" teaching situation. Through teachers and classmates In-depth dialogues and innovative teaching methods, introducing the spirit of Stanford University's 2025 innovative teaching plan, and arranging three-stage micro-courses of calibrate, elevate, and activate, to help students apply workplace experience and knowledge to solve cross-field problems emerging industry issues.