我國科技大學和技術學院廣泛運用教育部的「大專校院就業職能平台-UCAN」協助教務和學務規劃，也廣泛採用課程地圖呈現全校及各系課程路線圖，亦即UCAN可做為課程繪圖的基準。但課程校準理論強調課程須和其上游能力基準與下游成效評估對準，如何運用科技大學和技術學院學生在UCAN上的共通職能表現做為課程繪圖的參考依據，有待所有運用UCAN和課程地圖的科技大學與技術學院加以重視。本研究以具代表性的一所科技大學為個案，分析該校大一學生2013年UCAN職場共通職能自我評估結果及對課程地圖的意涵，獲致結論：需持續改善課程以強化學生職場共通職能，需留意各系學生職場共通職能需求差異，和UCAN所提供資訊頗適於建構就業力導向的課程地圖。因此，建議個案大學及性質相近大學校院：利用UCAN資訊妥適規劃課程地圖，持續追蹤學生共通職能表現以調整及評估課程，以及進行加深加廣的相關研究與發展。

The universities/colleges of technology (UT’s/CT’s) in Taiwan have widely used the University Career and Competency Assessment Network (UCAN) to plan their academic and student affairs. They have also widely used curriculum map to display the road maps of their institutional and program curricula. However, the curriculum alignment theory argues that curriculum has to be aligned to its leading standards and following assessments. How well are the UT’s/CT’s students’ performance of generic skills for workplace on UCAN? What implications can be drawn from the performance for the UT’s/CT’s curriculum mapping? In this study, a representative case of UT’s was selected to analyze its freshmen’s self-assessment performance of generic skills for workplace on UCAN in 2013 and to draw implications for curriculum mapping from the performance assessment. Consequently, the following conclusions are made: the case UT and its similar UT’s/CT’s: (1)They should continue improving its curricula to strengthen students’ workplace performance of generic skills for workplace; (2) Students’ needs in generic skills for workplace are varied among programs, and (3) The information UCAN provides can be used to construct employment-oriented curriculum map. Therefore, the following suggestions are made to the case UT and the universities/colleges have similar characteristics: to use the information provided by UCAN to appropriately develop curriculum maps, to keep tracking students' performance in order to adjust and assess their curricula, and to conduct wider and deeper research and development on UCAN and curriculum mapping.