In an increasingly competitive global landscape, higher education is grappling with a shift in focus from liberal education to workforce orientation. While some argue that this emphasis on vocational skills undermines critical thinking and independent learning, others believe it enhances the relevance and societal impact of higher education. This study aims to bridge this debate by exploring students' perceptions of general education, specifically within the context of a Taiwanese sports university. The research question focuses on understanding students’ views on the importance of general education competencies and their satisfaction with the existing program designed to cultivate those competencies. The context is particularly relevant because sports university students, often prioritizing athletic training, may have different needs and priorities regarding general education compared to students in comprehensive universities. The importance lies in gaining valuable insights from students' perspectives to enhance the quality and relevance of general education, ensuring its alignment with students' needs and goals while navigating the ongoing tension between vocational training and the broader aims of liberal education.

The literature review examines the evolution of competency-based education (CBE) and its application in higher education. It highlights the tension between the traditional goals of liberal education (emphasizing critical thinking, communication, and personal development) and the more recent focus on developing specific job-related skills. The review notes that CBE, while praised for its student-centered and experiential approach, faces criticism for potentially overemphasizing vocational skills at the expense of broader intellectual development. The concept of general education competencies is discussed, drawing from various sources that highlight the importance of skills such as critical thinking, communication, problem-solving, and intercultural understanding. The study then reviews the situation in Taiwan, noting the expansion of higher education, the increasing emphasis on workforce needs, and the recent educational reforms that incorporate competency-based approaches. Despite existing research on CBE in Taiwan, there is a gap in understanding students' perspectives on general education competencies and their satisfaction with program effectiveness.

This study employs a quantitative survey method using Importance-Performance Analysis (IPA) to assess student perceptions. The survey instrument includes three sections: demographic data, importance ratings of ten general education competencies (rated on a five-point Likert scale), and satisfaction ratings with the university's general education program's performance in fostering those same competencies (also on a five-point Likert scale). The ten competencies were derived from existing literature on general education goals and Taiwan's Ministry of Education's national curriculum reforms, with the selection refined through expert review. The survey was administered online using Google Forms over three weeks, distributed through general education instructors at the university to a total of 515 undergraduate students. The sample included students from all three colleges within the university (Sport Education, Sports Performance, and Sports Industry). Descriptive statistics were used to examine students' importance and satisfaction ratings for each competency. A paired-samples t-test examined significant differences between mean performance and mean importance scores. IPA graphs were constructed, first using the traditional mid-point axis, and then revised using empirical means and a diagonal line representing zero discrepancy to enhance the discriminative power of the analysis. One-way ANOVAs and post-hoc tests (Scheffe) were used to compare the differences in importance and satisfaction ratings among the three colleges. Finally, a simple linear regression model analyzed the relationship between students' importance ratings and their satisfaction with the program.

The study found that students highly valued all ten general education competencies, with communicative ability, physical/mental health promotion, critical thinking, and developing an interest in life ranked highest. Programming and creativity/sensing beauty in life were ranked lowest. However, a significant discrepancy existed between the perceived importance of the competencies and the perceived performance of the general education program in fostering them. IPA analysis revealed that most competencies fell into the "areas to improve" quadrant. Furthermore, responses varied across the three colleges within the university. Students in the Sports Industry College consistently reported lower importance ratings and lower satisfaction with the program's performance than students in the Sport Education and Sports Performance Colleges. This variation highlights differences in priorities based on college-specific contexts. For example, students in Sports Performance, being largely student-athletes, reported a lower importance for international mobility language skills due to the existing support system. Conversely, Sports Industry students, often managing diverse skill sets in their studies, reported lower importance of integrating skills across disciplines. A linear regression analysis indicated a significant positive relationship between students' assigned importance and their satisfaction with the general education program. This suggests that aligning program offerings with student priorities improves overall satisfaction.

The findings suggest that while students recognize the value of general education competencies, the university's program needs improvement in effectively fostering these competencies. The variation in priorities across colleges underscores the need for a more nuanced approach to general education, tailored to the specific needs and contexts of different student groups. The significant positive relationship between perceived importance and satisfaction reinforces the importance of aligning program offerings with student priorities. This aligns with findings from Brooks et al. (2021), which showed students valued personal development alongside labour market preparation in higher education. The study emphasizes the importance of contextual understanding in interpreting IPA results; low ratings for certain competencies might not reflect the lack of need for these skills, but rather the lack of awareness or effective implementation. Integrating CBE's principles – mastery-based learning, self-paced learning, and diverse assessment methods – is suggested as a potential strategy to enhance the flexibility and effectiveness of general education for diverse student populations.

This study provides valuable insights into sports university students' perspectives on general education competencies in Taiwan. The findings highlight a need for improvement in program performance, while also emphasizing the importance of tailoring educational approaches to different student groups and their contextual needs. Future research could include qualitative data (interviews) to gain deeper understanding of student experiences and perspectives. The university can utilize the IPA findings to investigate the reasons behind lower ratings for certain competencies, making targeted improvements to enhance program effectiveness and student satisfaction. A more student-centered approach, integrating elements of CBE, is recommended to enhance the program's alignment with student needs and the diverse demands of the contemporary world.

The study's limitations include its reliance on a convenient sample from a single university, potentially limiting the generalizability of findings to other contexts. The use of only survey research could benefit from supplementing with qualitative data, such as interviews, for a more comprehensive understanding of student perspectives. The cross-sectional nature of the data limits causal inferences about the relationship between perceived importance and satisfaction. Future research should address these limitations to enhance the robustness and generalizability of the findings.