本研究以三大國際組織UNESCO、OECD以及歐盟所提出的終身學習關鍵能力為架構，並以觀察法、訪談法了解東海大學的Senior Alpha學生在α-leader中所獲得的終身學習關鍵能力有哪些、他們獲得的方法，以及參加後的建議。本研究的主要發現如下：一、SA在「具創業家精神與能力」以及「具良好社會性」的表現優異。二、SA在「做事的能力」、「溝通能力」、「認識自我並能自我實現」、「具適應力」以及「具基本科技能力」的表現尚佳。三、SA在「具有學習的基本素質」和溝通能力中的「外語溝通能力」的表現較弱。四、SA藉由八大途徑獲得終身學習關鍵能力，最主要者為「舉辦或參與α-leader活動」，其次為「受體驗教育影響」。五、SA認為α-leader內部組織、經費申請以及由大二生擔任主要的Alpha這三點有可再改進之處。六、學生在α-leader獲得的終身學習關鍵能力與東海大學教育目標相符。七、非正式課程符合學生的學習需求，有其重要價值，應得到更多的資源與重視。 This study aims to use the key competencies of lifelong learning advocated by UNESCO, OECD, and European Union to evaluate the Senior Alpha students in α-leader in Tunghai University. Through observation and interviews, this study finds out the key competencies of lifelong learning they acquire, how they do it, and what can be improved. The study discovers that: 1. SA students excel in “possess entrepreneurship” and “possess socialized personality.”2. SA students are good at “have working abilities,” “have communication skills,” “ have the ability to know and realize themselves,” “have the ability to adapt,” and “have the ability to utilize technology skills.”3. SA students are weak at “possess basic learning skills” and “be able to communicate in a foreign language.”4. SA students acquire the key competencies of lifelong learning through 8 factors. The first one is “hold or join α-leader activities,” and the second one is “learn from experiential education.”5. SA students argue that “the inner organization of α-leader,” “fund application,” and “sophomore as the major Alpha students” can be improved.6. The key competencies of lifelong learning which students acquire in α-leader match the education goals of Tunghai University.7. Informal curriculum meets students’ need in learning and has its value. It deserves to be given more resources and attention.
