為瞭解次世代顧客體驗之偏好傾向，本研究依據企業所能掌握的顧客知識與情境知識之內容，探討顧客對體驗的偏好，透過文獻的探討，找出六項可做為分析顧客體驗偏好的因素，包括屬於顧客知識的「個人特質」、「消費記錄」、「消費目的」、與「人口統計資料」等四部份，以及屬於情境知識的「消費環境情境」、與「個人身心情境」等兩部份。另外，在顧客體驗偏好的部份，本研究嘗試以顧客的觀點對體驗做出分類，並借用Maslow提出的五大人類行為需求來瞭解顧客對體驗的偏好傾向。主要之研究發現包括： 1. 除了再次認知顧客知識之重要性外，本研究亦確立了情境知識對於瞭解顧客體驗偏好之重要性。 2. 生活型態屬於感性導向之顧客，及在消費現場較得不到顧客服務之顧客，會有越偏好能得到生理需求體驗之傾向。 3. 處事態度屬於積極的引領潮流的顧客，及在消費現場得到不錯客戶服務之顧客，是屬於較高度偏好歸屬與愛需求體驗之族群。 4. 生活型態屬於感性導向之顧客，及消費目的是作為送禮之用之顧客，在自我實現需求體驗方面，會有較高程度的偏好傾向。 5. 努力成本及風險成本兩項決定產品特徵之因素，確實會對顧客體驗偏好產生影響。其中努力成本主要改變之體驗類型，包括生理需求及歸屬與愛需求體驗；而風險成本主要是影響之體驗類型，包括歸屬與愛需求、尊重需求及自我實現需求體驗。 透過本研究，企業須認知到不同的人在不同的情境下，會對體驗有著不同的程度的偏好差異；此外消費產品特徵之不同，亦會對顧客體驗偏好產生影響。因此，企業在推出體驗時，必須根據過往對顧客的認識，以及現場顧客之反應做調整，才能提供最適當之體驗活動內容予顧客，發揮「體驗」最大之效益。

本研究根據對公共關係實務工作者訪談，瞭解實務工作者認為大學公共關係本科畢業生應具備那些公關核心知識與技能，以及實務工作者對本科教育是否能達成實務專業任用標準的看法。並透過對同時在相關科系兼任授課的實務工作者深度訪談，整理這些具備公關產學雙重身份的受訪者對目前公共關係相關科系在課程目標及課程規劃安排上的看法與建議。 本研究發現，組織及商業管理知識是被較常提及的必備知識，媒體生態及議題建構的知識是所有的受訪者都會提到而且獨立強調的核心知識。研究方法、寫作技巧及語文能力則是最常被受訪者提及的重要必備技能。受訪者者也認為應該要讓學生知道公共關係有那些特定領域（「領域知識」），以及會遭遇那些溝通情境。應以各類公共關係個案情境（情境知識）來讓學生瞭解工具策略的多元性而不是生硬的學習SOP操作程序。 另外，公關本科生並未有就業優勢，但在校任教的實務工作者會更支持本科教育及人才任用。受訪者認為公關課程目標、課程基礎配套資訊以及課程銜接等相關問題都不清楚，業界老師對公共關係教育的付出並未被善用。而學生的學習地圖也並未能被做一個更好的規劃安排，學生無法掌握學習目標及學習策略。 本研究提出的建議為，1.對公關教育及課程任務與規劃應有明確的管理指標，以利教師授課、學生學習及實務業界溝通。2.應善用業界師資資源強化公關領域知識及情境知識教育。3.應鼓勵學生參與實習及實作課程並透過參與校外相關競賽瞭解教學實力。4.應務實面對科系現況補足重要核心知識課程。 關鍵詞：公共關係、公共關係教育、核心知識技能、課程目標、領域知識、情境知識 / This study aims to learn public relations professionals’ 1) perspectives on core knowledge and skills that students majoring in public relations should be equipped with; and 2) viewpoints on whether current university public relations education has been sufficient to assist public relations graduates for related job qualification. Through in-depth interviews with public professionals who currently teach public relations-related courses in universities, I probe their philosophies of teaching, perspectives on course objectives, strategies and plans of teaching. The results of the study indicate that organization theory and business administration were the frequently mentioned as essential knowledge. Meanwhile, getting to know of ever-changing media environment and ability of agenda setting among various communication contexts were essential capability that had been particularly emphasized by all interviewees. On the other hand, research methods, writing skills, and language proficiency were skills frequently addressed by interviewees. Interviewees point out the importance of advancing public relations students’ ‘domain knowledge’ as well as communication scenarios in public relations education. In other words, for the purpose of understanding the strategies and tools of public relations, ‘knowledge of contexts’ in public relations case studies, instead of knowledge of standard operating procedures of public relations practices, should be provided to students during teaching cases. This study also shows that public relations graduates have not owned advantages in competing for public relations job applications. However, professionals who also teach in universities tend to value public relations education more and favor recruiting public relations majors than those who haven’t had the experiences of teaching. Interviewees also expressed their concern of lacking of the public relations course objectives, basic course supplement information, and curriculum linkage, it is why they tend to think public relations education still have much room to improve. They stated that students will not be able to grasp the meaning of learning if they have not developed a knowledge map of public relations. In addition, public relations educators’ contributions to the learning of public relations should be better leveraged. Based on the study, the author offers the following suggestions. 1. Instructors should make teaching objectives and class management strategies clear, as well as course assignments and project arrangement logical. This will benefit lecturers in teaching, students in learning, and public relations professionals, who may serve as guest speakers in class. 2. Department should make the best use of the resources of lecturers from public relations practicum to strengthen the education of both domain and contextual knowledge in the public relations industry. 3. Department should encourage students to take the opportunities of internship programs and to compete for off-campus public relations contests so that students will have chances to reflect what they have learned in classroom. 4. Departments should provide core public relations courses based on what public relations has to offer. Key words: public relations,education,core knowledge and skills, course objectives, domain knowledge, knowledge of contexts