觀光科系學生海外實習動機、阻礙及學習成效之研究

近年來，教育部為提升年輕學子國際競爭優勢，鼓勵大專校院積極推動國際化及國內公私立大專校院選送在校成績優異學生赴國外大專校院研修或企業、機構實習，透過學校規畫學生到相關的職場實習，其目的是希望學生累積實務經驗、對於外語的強化也非常有助益、克服工作環境的陌生、及獨自生活管理的能力，也使理論與實務能相互結合以加強未來就業的能力，以期培養具有國際視野及實務經驗之專業人才。因此，本研究旨在探討大專院校學生參與海外實習動機、阻礙因素及回國後的學習成效或心路歷程。本研究採用質性研究之半結構訪談法，藉以訪談蒐集觀光科系學生參與海外實習的動機、阻礙因素及學習成效之歷程，藉以相關文獻搜整理分析形成理論基礎及訪談題綱，訪談題綱內容分為四項：包含個人基本資料、參與動機、參與阻礙與學習成效四部分。經訪談分析後研究結果分述如下：一、參與海外實習學生之主要動機為拓展社交以及休閒放鬆以及文化體驗，藉由實習能夠擴展國際產業人際關係互動增進就業人脈，藉以旅遊讓身心靈放鬆，減輕實習工作上的壓力。其次為學習挑戰，藉以實習能提早學習額外的知識或新的觀念，最後則是自我實現，藉由實習能提升競爭力與信心藉由實習挑戰自我的能力。二、實習生們參與海外實習的主要阻礙為人際因素，擔心當地醫療不方便；其次是外在因素，擔心實習目的地相關資訊的獲得。以及個人因素，擔心自身外語溝通能力不足。最後則是外在因素，擔心兵役受到海外實習影響。三、參與海外實習的學習成效因素，主要為透過海外實習吸收專業知識與技 II 能；其次提升解決問題能力、建立良好的人際關係、增加未來就業機會、具備面對職場所需技能，學生參與海外實習之後，能應用所學在外來就業職場，提升對於工作的變通能力，再者將學校所學的知識應用於實習機構現場。因此，綜合上述學生參與海外實習，經過一段時間職場實務的訓練，學生藉以堅強的動機相關因素選擇海外實習，必須要獨自面對與適應陌生的環境，以及面對與解決各種問題的挑戰，語言溝通上的問題，學習不同的外國文化，解決因為不同文化所造成的誤解，學習工作上的態度，學習學生和上班族兩者不同的心態的轉換，經由一段時間、不同國家、文化及主管同時的相處互動的磨練，讓學生具備面對外來就業職場所需的知識與技能，以及後續主管、同事的團隊合作，也增加了未來的就業機會。最後提出若干管理意涵與未來研究方向之建議參考。

關鍵字

海外實習；參與動機；參與阻礙；學習成效

並列摘要

In recent years, in order to enhance the international competitiveness of young students, the Ministry of Education has encouraged public and private colleges and universities to actively promote internationalization and send outstanding students to pursue further studies in colleges and universities or do their internships at enterprises or institutions overseas. It is hoped that through school arrangements, students are able to accumulate practical experience, strengthen foreign language abilities, adapt to unfamiliar working environment and cultivate the ability to live independently by working as interns in related fields. Moreover, by putting theory into practice, students will be able to enhance their skills for future employment and become professionals with international vision and practical experience. Therefore, the purpose of this study is to explore the motivation of college students for participating in overseas internships, the obstacles they encounter, as well as the learning efficacy or mental process they experience after returning home. In this study, the semi-structured interview method of qualitative research is used to collect the motivations, obstacles and learning efficacies of the students of Tourism Department participating in the overseas internships. The theoretical basis and interview outline are formed by collecting and analyzing relevant literature. The contents of the interview outline are divided into four parts: general personal information, participation motivation, participation obstacles and learning efficacy. After interview and analysis, the research results are as follows: 1. Students’ main motivation for participating in overseas internships is to expand social, leisure and cultural experience. Through internship, they can expand international industrial interpersonal interaction and build up employment network, so as to relax both physically and mentally and reduce the pressure on internship work. Their secondary motivation is to learn by taking on challenges. Through internship, they hope to learn additional knowledge or new ideas in advance. Lastly, they hope to achieve self-realization. By working as interns, they are able to improve competitiveness and confidence as well as fulfil their true potential. 2. The main obstacles for interns to participation in overseas internships are interpersonal factors, and worries about the inconvenience of local medical treatment. Secondary IV obstacles include external factors, such as difficulty in acquiring relevant information about the internship destination, and personal factors, such as worries about their own lack of foreign language communication skills. Finally, there are other external factors, like worries about military service being affected by overseas internships. 3. The main learning efficacy factor in participating in overseas internship is to absorb professional knowledge and skills through overseas internship. Secondary factors include improvement in problem-solving ability, establishing good interpersonal relationship, increasing future employment opportunities, and developing the skills required in the workplace. After participating in overseas internship, students can apply what they have learned to their future workplace, improve their adaptability to work, as well as apply what they have learned at school to their internship workplace. Therefore, based on the above-mentioned discussion on students' participation in overseas internship to experience practical training in the workplace, we have found that students who choose overseas internships out of strong motivation and relevant factors have to face and adapt to unfamiliar environment alone, and confront and solve various challenges, overcome language barriers, learn different foreign cultures, solve misunderstandings resulting from cultural conflicts, learn proper work attitude, and change mentality from that of a student to an office worker. Over time, through exposure to different countries and cultures as well as interaction with different supervisors, students will be equipped with the knowledge and skills needed for future employment. In addition, with follow-up team cooperation with supervisors and colleagues, students will have more future employment opportunities. Finally, some suggestions on management implications and future research directions are proposed.