商管碩士在職生與指導教授師徒關係之研究—個人特質、情感交流及學習滿意度的效果

A STUDY ON THE MENTORING RELATIONSHIP BETWEEN EMBA STUDENTS AND ADVISORS-THE EFFECTS ON PERSONAL TRAITS, AFFECTION INTERFLOW, AND LEARNING SATIFACTION

歐雪芬(Hsueh-Fen Ou)

指導教授 ： 林南宏

大同大學/經營設計學院/事業經營學系所/碩士(2010年)

摘要

儒家思想家孔子首創我國私塾史上「有教無類」的教育型態，廣招3000位具求知慾望的平民、貴族加以教導，他主張的「因材施教」的理念更是深深影響中華民族幾千年。孔子此種將資淺者帶在身邊，由年長者以言教及身教來提供其知識和心理建設的教誨，藉由教授師父與學生的密切互動達到潛移默化的學習效果，就是所謂的「師徒關係」，亦可謂資深者對資淺者支援暨協助學習的一種情感建立過程與型式。
國內相關回流教育政策陸續出爐，各校碩士在職班紛紛成立，無論求學者之學習動機是求知興趣、職業進展、逃避或刺激、社會服務、外界期望、社交關係（黃富順,1985），可確認的是現今研究所研究生的個人特徵已顯著改變，大量具有工作經驗者重回校園學習，其個人特質、學習型態及社會經驗與一般碩士生是顯著不同的。

本研究主要是探討在職碩士生的個人特質、情感交流、學習滿意等三項變數在師徒關係運作過程的關連性，以問卷調查法針對一所位於臺灣台北市的中小型大學的單一管理學院所獲致的結果，針對回收的問卷，以LISREL 8.7進行結構方程模式(Structural Equation Modeling, SEM)分析資料，本研究突破過去在師徒關係研究上的不足。
本研究發現，師徒關係可達成社會心理、工具性及網路建構等師徒功能，且在職碩士生對社會心理功能的感受高過工具性及網路建構功能的感受，對在職碩士生而言，學習不再只是為了追求生活的安定，更重要的是得到職能上的發展與個人成長。雖在職碩士生擁有豐富工作經驗，但在全球化、國際化的浪潮、增加自身競爭力及終身學習目標下，獲取諮詢管道、文憑或專業知識以求職業進展反而是在職碩士生較重要的師徒功能需求，因而在職碩士生會重視社會心理功能大過於工具性功能及網路建構功能。
在職碩士生與一般碩士生的需求不同，其是全時工作者，且負有家庭責任，利用部份時間進修的在職碩士生更需要有和指導教授接觸機會與管道，以獲得輔導、諮商、資訊等協助。校園內的指導教授與學生關係就具備職場上師徒關係的雛形，指導教授扮演的師父角色不只是傳授學識及解除疑惑，更包含了指引學生正確的方向、正確的價值觀。

關鍵字

師徒關係 ； 個人特質 ； 情感交流 ； 學習滿意

並列摘要

Confucius, the founder of Confucianism, was the very first person who founded the educational form of “providing education for all without discrimination” in our domestic private education . He broadly gathered 3000 people including civilians and nobles who craved for knowledge. At the age of 50, Confucius imparted knowledge and resolved doubts to his disciples by both teaching by words and through life’s example over a decade and a couple of more years when he travelled around the countries with 72 disciples. The way that a senior person as Confucius brought junior staff members along and provided them with knowledge and mental development, via close interaction of the mentor and mentee to imperceptibly achieve the learning effects, is so-called “mentoring relationship”. In another way, it can be a process and a form of establishing affection by senior members supporting and helping junior members with learning.
With the announcement of domestic recurrent education policy, courses for in-service graduates have been established in colleges. Regardless of the motivation of the learner is desire for knowledge, career progression, escape or stimulation, social service, external expectations, interpersonal relationship (Huang,1985), what can be sure of is the personal characteristic of graduates has a striking change. People with lots of working experiences retuning to campus have prominent differences in personal traits, learning manifestation, and social experiences from general graduates.
The motivation of the research is to aim at the aforementioned problem in an attempt to break through the insufficiency of the mentoring relationship in campus of the past. This research is to study the three variables related in operation of mentoring relationship of in-service graduates’ personal characteristic, affection interflow, learning satisfaction. The conclusion and managerial implication is drawn from a single management college of an intermediate university in Taipei, Taiwan. The motivation of the research is to aim at the aforementioned problem in an attempt to break through the insufficiency of the mentoring relationship in campus of the past.
The research reveals that the mentoring relationship can achieve psychosocial, instrumental, and networking mentoring functions. Moreover, the perception of psychosocial function of an in-service graduate is higher than that of instrumental and networking functions. For in-service graduates, learning is not a pursuit for stability of life anymore, it’s a development of career and growth of an individual. Although in-service graduates boast abundant working experiences, under the wave of globalization and internationalization, the life-long learning goal and increase of self-competitiveness, acquiring counseling channel, diploma, or professional knowledge in order to get professional progress is a more important demand for mentoring relationship. The in-service graduate students put more emphasis on demand of mentoring functions; therefore, they focus more psychosocial functions than instrumental functions and networking functions.
The needs for an in-service graduate are different from those of a general graduate. The former one is a full-time worker with family responsibilities. An in-service graduate making use of part time to further studies needs an advisor to gain access to opportunities and ways more in order to obtain such assistance as guidance, counseling, and information. The relationship of advisors and students in campus is equipped with the prototype of mentoring relationship in the workplace. The advisor play a mentoring role who not only delivers knowledge and solves problems, but also directs right direction, exact value to students.

並列關鍵字

mentoring relationship

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