本研究主旨在了解產學合作班的員工在接受學校課業及職場實習雙軌壓力下,工作-學習衝突、學習-工作衝突、學習滿意度、學習壓力、工作滿意度、工作壓力、離職傾向之間的影響。 本研究以M公司之產學合作班員工作為實證研究之對象,採取問卷的調查方式,取得250份有效樣本。透過迴歸分析了解工作-學習衝突、學習-工作衝突對工作壓力與離職傾向,學習壓力、學習滿意度、工作壓力、工作滿意度對離職傾向,學習壓力對學習滿意度,工作壓力對工作滿意度是否有顯著影響。 研究結果發現:工作與學習互相干擾感到憂慮焦慮,對工作、學習不滿情緒就會上升,也就會產生較高的工作壓力與離職傾向;而對工作與學習所產生的問題越多(少)或是壓力越大(小)時,便會減低(增加)工作與學習效率,降低(提高)工作與學習滿意度,進而提高(降低)離職傾向。
The purpose of this study is to understand how the University-Industry Cooperation employees to accept schoolwork and workplace practice dual-track pressure, the correlations between work-learn conflict, learn-work conflict, learn stress, learn satisfaction, job stress, job satisfaction, turnover intention. In this study, a listed semi-conducted cooperation in Hsinchu Science Park will be the research target. Take the questionnaire survey, obtaining 250 valid samples. Using the method of regression analysis to understand work-learning conflict, learning-work conflict on work stress and turnover intention; learn stress, learn satisfaction, job stress, job satisfaction on turnover intention; learning stress on learning satisfaction; job stress on job satisfaction are significantly correlated. The result shows that work and learn mutual interference to feel melancholy and anxiety, for work and learn discontent feelings will rise, it will produce the higher job stress and turnover intention; work and learn to produce the problem more(less) or great(small) pressure, will decrease(increase) in work and learn efficiency, reduce (raise) the work and learn satisfaction, and then raise(reduce) the turnover intention.