本研究係透過兩個階段的分析與問卷調查，先將遊憩管理課程做分類，再進一步分析產、學界對於課程內容大綱適宜性之看法，期得到較爲完整之課程架構，以成就遊憩管理課程發展之基礎。本研究在第一階段部分，先從學術界對所開設之遊憩管理課程類別的適宜性做分析；然後在第二階段部分，依據第一階段之分析結果，進一步利用內容分析法歸納其課程大綱，再從產、學界的觀點來評鑑其適宜性，並比較兩者看法是否存有顯著的差異。
根據本研究實證分析結果發現：（一）在第一階段所歸納出之課程有七大類別，包括：觀光休閒遊憩概論類、遊憩法規類、研究工具類、遊憩心理及行爲類、遊憩規劃設計類、遊憩經營管理實務類、遊憩體驗與效益類等；經學界大多數相關領域學者認爲這種課程分類頗具適宜性，表示本研究所歸納出來的遊憩管理課程類別，值得國內休閒遊憩管理相關科系開設專業課程之參考；（二）本研究在第二階段部分，依據前述七大類之課程，將各課程之內容大綱收集後，用內容分析法將內容重疊部份合併，重新歸納並精簡爲五大類，包括：觀光休閒遊憩概論類、觀光法規類、遊客心理行爲及遊憩效益類、遊憩區規劃設計類、遊憩管理及實務類等，供做產、學界對其適宜性檢驗之基礎；（三）產、學界對於遊憩管理課程內容大綱適宜性之看法有部分顯著之差異存在，顯示敎學與實際應用之問有一些落差，亟待產、學二方面有所互動，以達遊憩管理之敎學與應用能趨於一致的敎育目標。

This study has applied both content analysis and questionnaire survey to first classify recreation management curricula and then to investigate the viewpoints from both scholars and managers on the suitability of the syllabi of each curricula type. It was expected to get a more complete curricular framework to better develop the recreation management curricula. First, we investigated the suitability of the curricular categories in recreation management courses offered by universities in Taiwan. Secondly, according to those categories, we took one more step to examine the integrated curricular syllabuses for each category by using the content analysis method and then compared the differences in viewpoints of their suitability between recreation managers and scholars.According to the study results, three major findings were shown as follows:
1. The study results from the first step, seven categories of recreation management curricula were found and verified by scholars, including: (1) Introduction to tourism/leisure/recreation, (2) Recreation laws and regulations, (3) Research methodology, (4) Recreation psychology and behaviors, (5) Recreational planning and designing, (6) Recreation management and practice, and (7) Recreational experiences and benefits. These seven categories were valuable as reference for the curricular design in the recreation relevant departments on university campus.
2. By considering the content overlay, those seven categories were regrouped into five. They were: (1) Introduction to tourism/leisure/recreation, (2) Recreation law and regulation, (3) Visitor psychology/behavior and recreational benefits, (4) Planning and designing in recreation areas, and (5) Recreation management and practice.
3. Some tests were conducted by using the contents of each category to examine the differences in the suitability between managers' and scholars' viewpoints. It was found that both the managers' and scholars' personal attributes would not affect their viewpoints toward the suitability of the curricular syllabi; but there were some significant differences in what is being taught and what is being applied, which may indicate that a gap exists between school education programs and field application. In other words, an active interaction between scholars and managers is needed to enhance the goal of consistency between teaching and application in recreation management curricula.