大專生參與就業學程與就業力關係之研究

本研究旨在探討大專生參與勞動部「補助大專校院辦理就業學程計畫」與就業力之關係，具體研究目的有五項：一、瞭解大專生參與就業學程之動機與學習成效的情形；二、瞭解大專生就業力的情形；三、探討不同背景大專生參與就業學程之動機及學習成效的差異情形；四、探討不同背景大專生就業力之差異情形；五、分析大專生參與就業學程之動機、學習成效與就業力的關係。本研究之研究對象為參與中彰投區就業學程的大專生，採用問卷調查法蒐集資料，共回收 284份有效問卷，資料蒐集後採用SPSS 22.0進行描述性統計、獨立樣本t檢定、單因子變異數分析與皮爾森積差相關等分析。依據調查結果，獲得以下七點結論：一、大專生參與就業學程之動機具有「中高」程度，尤以「為了自我提升」及「認為對就業有幫助」二層面展現「高度」動機。二、大專生參與就業學程之學習成效具有「中高」程度，尤以「職場體驗」課程學習成效最好。三、大專生之就業力表現，以「團隊合作力」與「科技應用力」表現最佳，而在「國際社交力」與「創新應變力」表現最弱。四、不同背景大專生參與就業學程之動機、學習成效與就業力有部分顯著差異。五、參與就業學程動機與學習成效有顯著正相關。六、參與就業學程動機與就業力有顯著正相關。七、就業學程學習成效與就業力有顯著正相關。研究顯示大專生參與就業學程有助於提升大專生的就業力，最後，本文根據上述結果，針對政府相關單位、大專校院及未來研究者提出建議。

關鍵字

就業學程；動機；學習成效；就業力

並列摘要

This study aimed to explore the relationship between the participation of college students in School-to-Work Programs and employability. The School-to-Work Programs have been subsidized by The Ministry of Labor in Taiwan. The purposes of the study were to investigate the following five aspects: 1.The college students’ motivation of participation and their learning effectiveness; 2.The college students’ employability; 3.The differences between different college students’ motivation of participation and their learning effectiveness; 4.The differences between different college students’ employability. 5.The relationship between the college students’ motivation of participation, their learning effectiveness and their employability. This study employs the questionnaire method. The respondents were the college students who participated in School-to-Work programs executed during 2016-2017 in Taichung, Changhua and Nantou region. A total of 284 effective samples were analyzed by using SPSS 22.0 with methods of descriptive statistics, t-test, one-way ANOVA analysis and Pearson’s correlation analysis. According to the quantitative data, the findings revealed that, firstly, the college students’ motivation of participation was medium-high level, with the highest in the aspects of “for self-improvement” and “helpful to employment”. Secondly, the college students’ learning effectiveness was medium-high level, with the highest in the course of “Workplace Practice”. Thirdly, the college students have the best performances in the employability of “Team Work” and “Technology Application” but the poorest in “International Social Communication” and “Innovative Response”. Fourthly, there are some significant differences between different college students’ motivation of participation, their learning effectiveness and their employability. Fifthly, the college students’ motivation of participation had the significant and positive correlation with their learning effectiveness. Sixthly, the college students’ motivation of participation had the significant and positive correlation with their employability. Seventhly, the college students’ learning effectiveness had the significant and positive correlation with their employability. Finally, based on the findings and conclusions, some suggestions are proposed for the government authorities, colleges and those who intend to pursue further studies on this issue.