大學生職涯資本指標建構之研究

Constructing Career Capital Indicators for Undergraduate Students

周文菁(Wen-Ching Chou)

指導教授 ： 李隆盛 ； 林孟潔

國立暨南國際大學/教育學院/教育政策與行政學系/博士(2015年)

https://doi.org/10.6837/NCNU.2015.00291

摘要

本研究旨在建構大學生職涯資本指標，以協助大學生據以了解並蓄積自己的職涯資本，成為畢業後謀職及未來工作發展的利器；職涯資本指標亦可做為大專院校研訂課程、強化教學品質、提升學生就業力之參考。本研究先從文獻探討和學者專家訪談，草擬職涯資本指標，再選取2010或2011年畢業且已就業的512名大學畢業生為樣本，透過研究者自編的「大學生職涯資本調查問卷」評估指標的重要性。問卷所蒐集資料之主要統計方法包括因素分析、變異數分析以及結構方程模式。研究有下列四項：（1）已建構出大學生職涯資本指標，含四向度21細目。（2）大學畢業生不論是在整體的「職涯資本」，或是在其「職涯自信」、「職涯網絡」、「職涯態度」與「職涯知能」四向度的重要性，男女生的評估皆有顯著差異。（3）就讀不同領域的大學畢業生對職涯資本的評估有顯著差異。在個別的「職涯自信」、「職涯知能」、「職涯網絡」與「職涯態度」等向度的重要性，亦呈現人文領域畢業生的評估高於科技領域，社會領域畢業生高於科技領域，人文與社會領域畢業生的評估則沒有顯著差異。（4）透過SEM分析，大學生職涯資本的四因素模式為最適配。

關鍵字

高等教育 ； 職涯資本 ； 大學生職涯資本指標 ； 就業力

並列摘要

This study aimed to construct a set of indicators for college students to better understand and accumulate their own career capital to find jobs and promote further development after graduation. The career capital indicators constructed also can be used to develop relevant curriculum, enhance teaching quality, and promote students’ employability and competitiveness. A set of indicators were drafted through literature review and expert interview. Then, 512 employed graduates, who graduated in 2010 or 2011, were selected from universities/colleges as samples to assess the importance of indicators drafted. This study collected necessary data by way of a self-designed and validated questionnaire. The data analysis techniques included factor analysis, variance analysis, and structural equation modeling (SEM). Consequently, the following four results are obtained: (1) The constructed 21 career capital indicators can be divided into the following four dimensions: career confidence, career network, career attitude, and career knowledge. (2) The gender differences have been shown in whole career capital scores, and also shown in specific career confidence, career network, career attitude, and career knowledge. (3) Different specializations have been shown their variances in whose career capital and specific career capital indicators in terms of career confidence, career network, career attitude, and career knowledge. Typically, graduates from humanities and social science colleges have revealed better performance than that of science and technology colleges in their career capital. However, there is no significant difference between humanity and social science colleges in terms of students’ career capital. (4) A SEM career capital four-factor model for undergraduate students is the most adapted model.

並列關鍵字

Higher education ； Career capital ； Career capital indicators for undergraduate students ； Employability and competitiveness

參考文獻

林金定、嚴嘉楓與陳美花（2005）。質性研究方法：訪談模式與實施步驟分析。身心障礙研究，3（2），122-136。

范麗娟（1994）。深度訪談簡介。戶外遊憩研究，7（2），25-35。

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.

參考文獻

壹、中文部分