商管碩士生與指導教授師徒關係的研究－與學習滿意、情感承諾及職涯承諾之關係

The Impacts of Advisory Mentoring on Satisfaction and Commitments in Business Graduate School

吳美連(Me-Lien Wu)

《管理評論》 26卷1期 (2007/01) Pp. 1-21

https://doi.org/10.6656/MR.2007.26.1.CHI.1

摘要

本研究目的在於瞭解商管碩士生的指導式師徒功能認知，及此認知與其學習滿意、情感及職涯承諾的關係。以問卷調查法對民國93年度國內31所商管研究所的碩二學生（含MBA與EMBA）進行實證研究。分析729位有效樣本的結果支持本研究所提出的五個假設：即學生認知情感面功能（社會心理）顯著高於實務面功能（工具性及網絡建構）；EMBA對師徒功能的認知高於MBA；師徒功能認知分別與學習滿意（對教授滿意及對研究所滿意）、情感承諾、及職涯承諾有顯著正向關係。具體言之，社會心理功能認知在EMBA及MBA兩組樣本中，皆能顯著預測學習滿意及情感承諾；但工具性功能只在MBA樣本中對指導教授滿意及對研究所滿意呈現顯著預測能力。而EMBA的社會心理功能認知顯著影響其職涯承諾，網絡建構功能認知則影響對研究所的滿意。根據研究結果，本研究提出對管理教育及學生職涯諮商輔導的建議。

關鍵字

師徒功能認知 ； 情感承諾 ； 職涯承諾 ； 社會心理功能 ； 實務性功能

並列摘要

This study investigates the perception of advisory mentoring functions for business graduate students, and its relationships with their satisfaction and commitments. Results of analyzing 729 valid respondents support five hypotheses. Students' perceptions of psychosocial functions are significantly higher than instrumental and networking functions. EMBAs perceived higher degree of advisory mentoring functions than those of MBAs. Overall, mentoring functions are positively related to learning satisfaction, affective commitment, and career commitment, respectively. Specifically, while psychosocial function is significantly related to learning satisfaction for both EMBAs and MBAs; instrumental function has significant relationship with learning satisfaction and affective commitment for MBAs only. For EMBAs, networking function is related to satisfaction with the graduate institutes, and psychosocial function is related to career commitment. The results are interpreted and implications are discussed in terms of the evaluating EMBA/MBA programs and the institutionalization of career counseling for both MBAs and EMBAs.

並列關鍵字

mentoring functions ； affective commitment ； career commitment ； psychosocial function ； practical function

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