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    题名: 就讀動機、個人特質、工作滿意度與實習生留任意願關係研究-以產學攜手專班為例
    作者: 翁昭漢;Weng,Chao-Han
    贡献者: 人力資源管理研究所在職專班
    关键词: 建教合作;產學攜手合作;就讀動機;個人特質;工作滿意度;留任意願。;cooperative education;education-industry collaboration;learning motivation;individual traits;job satisfaction;willingness to stay
    日期: 2013-07-10
    上传时间: 2013-08-22 11:35:12 (UTC+8)
    出版者: 國立中央大學
    摘要: 「觀光產業」是世界各國目前普遍重視的無煙囪工業,並與科技業共同被視為二十一世紀重要的明星產業。因觀光事業涵蓋的範圍極廣,為多目標綜合性的事業體,而逐漸發展成為全球最大、最具生機的產業。由此可見觀光產業在今後全球經濟發展上及人力需求上將扮演重要的角色。隨著國內休閒產業專門化與服務品質環境的競爭,具備專業工作職能、優質服務態度、端正外貌與外語溝通能力等,已逐漸成為招募人才的必要條件。學用合一乃教育政策所致力推動,透過產學攜手合作方式讓學生提早進入職場、熟悉職場,並以畢業後直接留任原職場工作為最終目標,產學攜手合作計畫以業界、學校及學生三者為關鍵主體。
    本研究以個案公司所辦理的「休閒管理實務專班」127名學生為研究對象,探討學生就讀動機、個人特質及實習期間的工作滿意度對未來留任原職場意願的影響。主要研究目的在於:一、探討學生的就讀動機、個人特質、工作滿意度與留任意願間的影響關係為何。二、了解留任意願受就讀動機、個人特質影響的程度,提供學校發展測評工具,將測評結果作為招生時錄取之參考。三、將影響工作滿意度因素提供企業作為內部管理措施的改善參考。
    本研究發現如下:
    一、學生留任意願受就讀動機變項各構面的影響程度,以企業知名度的影響最大,達到非常顯著,其次為高中(職)學習情形構面,再者為自我興趣構面,二構面亦達到顯著程度,而學校知名度構面與留任意願則呈現負相關,學校知名度越高則學生留任意願越低。表示學校名氣所帶給學生的是職場上的競爭力,學生頂著學校光環較容易於其他職場尋職,故較不會留任。
    二、從個人特質變項各構面對留任意願的影響程度,發現留任意願受內控傾向人格特質的影響達到顯著,工作動機及工作價值觀則不顯著。內控傾向的學生因個人特質之故,較非內控傾向的學生更有留任意願。
    三、工作滿意度越高則留任意願越強,職場提供實習措施越佳,越有助於改變學生心態,增加工作投入度,繼而強化留任意願。
    “Tourism industry” is a smokeless industry which countries worldwide pay attention to, and it is regarded as the important rising industries in the 21st century as science and technology industry. As the tourism industry covers a wide range, it is a comprehensive business entity with multiple objectives and has gradually developed into the largest and the most vibrant industry in the world. Therefore, it can be seen that tourism industry plays an important role in future global economic development and human resources demand. With the specialization of Taiwan’s leisure industry and the competition of service quality and environment, expertise, high-quality service attitude, good appearance and foreign language communication ability have gradually become necessary conditions for recruitment. The integration of learning and practicing is promoted by the education policy. The education-industry collaboration helps students to enter and get familiar with the workplace in advance and set the ultimate goal of staying in the original workplace after graduation. The key factors in the education-industry collaboration plan are industry, school and students.
    With 127 students from “leisure management practice class” managed by the case company as the research subjects, the study discusses the effect of students’ learning motivation, individual traits and their job satisfaction during internship on their willingness to stay on the original work in the future. The research objectives are: 1. discuss the relationship between students’ learning motivation, individual traits, job satisfaction and the willingness to stay. 2. have a knowledge of the effect of learning motivation and individual traits on the willingness to stay, provide the school with assessment tools and give references to recruitment. 3. offer the factors affecting job satisfaction to enterprises as references to improve internal management.
    The research results are as follows:
    1. Students’ willingness to stay is affected by all variables of learning motivation, in which the reputation of enterprises exerts the most effects significantly, followed by learning dimension in senior high or vocational school and self interest aspect, which both have significant impacts. The dimension of the reputation of school has a negative correlation with the willingness to stay, which means the higher the reputation of the school, the lower the students’ willingness to stay. It indicates that the reputation of the school brings students the workplace competitiveness, so students from schools with higher reputation are more likely to find other jobs instead of staying on the original work.
    2. In terms of the effect of variables of individual traits on the willingness to stay, it is found that the willingness to stay are significantly influenced by personal traits of internal control, and insignificantly influenced by job motivation and work values. So the internal control students are more likely to be willing to stay than non-internal control students.
    3.The higher the job satisfaction, the stronger the willingness to stay. And the better the internship measures provided by the workplace, the more conducive to change students’ attitude, improve their job involvement and then enhance their willingness to stay.
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