- 學位論文
商管學院學生及企業人士對「學生企業倫理認知」與「學校企業倫理教育看法」之研究
The Study of Students’ Business Ethics Cognizance and Business Ethics Education in School from the Students in Business Management Schools and Enterprisers’ Viewpoints
摘要
本研究旨在探討學生的企業倫理認知以及企業人士與學生對企業倫理教育之看法，以作為學校規劃大學企業倫理教學的參考依據，希冀透過學校教育提升學生企業倫理認知。 研究採問卷調查法，研究對象為國內30所大學校院學生822人及5所EMBA班學生111人。問卷結果以SPSS統計軟體進行資料分析（Oneway ANOVA）、皮爾森（Pearson）相關分析、及敘述統計等統計方法進行資料處理分析。 資料分析後發現：一、企業倫理認知：（一）學生樣本部分1.女生在「企業倫理的重要性」因素上高於男生，而在「提倡企倫理的重要性」、「違反對企業倫理行為的看法」、「企業倫理的熟悉度」等因素上則低於男生。2.企業最愛私立學校之「企業倫理關心度」因素高於企業最愛國立學校。3.不同工讀時間的學生在企業倫理認知上無差異。4.研究生在「違反企業倫理行為的看法」因素上高於大學生。5.已修讀企業倫理課程者在「企業倫理的重要性」、「企業倫理熟悉度」因素上高於未修讀者。（二）企業人士樣本部分1.不同性別的企業人士對目前的學生企業倫理認知無差異。2.不同職業企業人士中「軍公教」人員認為學生「企業倫理的重要性」因素高於「工商」人士。3.不同職稱企業人士中，「一般職員」認為學生在「企業倫理的重要性」因素評估上高於「中階主管」。4.不同工作年資的企業人士對目前學生「對企業倫理關心度」、「違反企業倫理行為的看法」、「企業倫理的重要性」等因素上均無差異。5.不同公司別中，外商公司在「企業倫理的重要性」因素上高於本土公司。6.就公司內是否有企業倫理教育訓練課程對目前學生「企業倫理關心度」、「違反企業倫理行為的看法」、「企業倫理的重要性」因素的感受上均無差異。二、學校企業倫理看法：（一）學生樣本部分：整體認為企業倫理課程應於大學三、四年級開設選修二學分。最佳企業倫理教學法為「個案法」。企業倫理之教學目標首重「提供企業倫理認知與理解」。（二）企業人士樣本部分：整體認為企業倫理課程應於大學三、四年級開設必修二學分。最佳企業倫理教學法為「個案法」。企業倫理之教學目標首重「提供企業倫理認知與理解」。
並列摘要
The research objective of this study is from the enterprisers and students’ point of views to study students’ business ethics cognizance and their thoughts of business ethics education in school. The results could be a reference when schools planned the course of business ethics in University. Through school education to promote business ethics cognizance to students. The study used survey for investigation. The study target included 822 studies among 30 domestic Universities and colleges and 111 EMBA students from 5 colleges. The survey results were analyzed by Oneway ANOVA, Pearson, and description statistic with SPSS. The results presented: A. Business Ethics Cognizance: 1. From Sample Students – 1). the factor of “Importance of Business Ethics” to female is higher than male, but for “Importance of Promoting Business Ethics”, “Viewpoints of Against to the behavior of Business Ethics”, “Familiarity with Business Ethics”, to female is lower than male. 2) Company preferred using students from private school with “Care of Business Ethics”, rather than students from national school. 3) Students studied in different time frames were with the same business ethics cognizance. 4) Master school students had more viewpoints of against to business ethics than students in Universities. 5) Students taken the course of business ethics had more respect than students without taking this course. 2. From Sample Enterprisers: 1) the enterprisers with different gender cognized about students’business ethics no difference. 2) Among all occupation, people served in government presumed the importance of business ethics by students should be higher than the enterprisers. 3) Among all occupation, general staff presumed the importance of business ethics by students should be higher than mid-level supervisors. 4) The enterprisers with different seniority presumed “care of business ethics”, “viewpoint of against to business ethics behavior“, and “importance of business ethics” were no different. 5) In different companies, foreign companies presumed “importance of business ethics” would be higher than local company. 6) Whether companies provided with the training of business ethics, the impact to the students “care of business ethics”, “viewpoint of against to business ethics behavior“, and “importance of business ethics” were no different. B. Viewpoints of School Business Ethics: 1. From Sample Students – 1) 1. In overall, the course of business ethics should be taken 2 optional credits by junior and senior students, and the best way to teach business ethics was through “case study The objective of business ethics study is to “promote business ethics cognizance and comprehension” as priority.” 2. From Sample Enterprisers – 1. In overall, the course of business ethics should be taken 2 required credits by junior and senior students, and the best way to teach business ethics was through “case study”. The objective of business ethics study is to “promote business ethics cognizance and comprehension” as priority.