餐旅科系學生校外實習期間遭遇不倫理行為對行業認知及就業意願影響之研究

Unethical Behaviors Encountered by Hospitality-majored Students during their Internship and its Impacts on their Vocational Awareness and Employment Willingness

吳美燕(Wu, Mei-Yen)

指導教授 ： 林玥秀

國立高雄餐旅大學/餐旅學院/餐旅教育研究所在職專班/碩士(2014年)

https://doi.org/10.6825/NKUHT.2014.00053

摘要

本研究旨在瞭解餐旅科系學生參與校外實習時遭遇不倫理行為狀況，並探討校外實習所遭遇之不倫理行為是否對行業認知及就業意願產生影響。本研究採取問卷調查法，以剛修習結束校外實習課程的餐旅（飲）管理系學生作為研究對象。問卷共發出551份，有效問卷共479份，佔86.93%。以SPSS統計套裝軟體系統進行資料分析，包括描述性統計、獨立樣本t檢定、單因子變異數分析及多元迴歸分析等。研究結果顯示：一、學生在校外實習期間所面臨到的各層面及整體不倫理行為，其感受頻率並沒有很頻繁。就層面來比較，以「顧客」層面感受頻率較高，其他依序為「同事」、「主管」、「個人」。二、行業認知方面，學生認為校外實習後對餐旅工作更有認同感、興趣及信心，也認同餐旅工作富挑戰性，但卻認為餐旅業的實際狀況與自己原本預期的不太一致。三、就業意願方面，學生有正向的就業意願程度，認為從事餐旅相關工作有前途也是不錯的選擇，但仍不確定畢業後轉換到其他行業工作的可能性。四、學生在「主管」方面所感受到不倫理的程度越高時，對「行業認知」的程度則會越低；學生在「個人」方面所感受到不倫理的程度越高時，「就業意願」的程度則會越低。五、學生對「行業認知」顯著影響其「就業意願」，表示學生在「行業認知」的感受情形越正向時，「就業意願」的程度也會越高。根據研究結果提出建議：在餐旅教育方面，建議在授課內涵融入倫理觀念，在授課過程中，實施業師協同教學或邀請職場主管到校舉辦講座，強化學生對實際職場的認知；實習前安排行前教育，加強學生實習前的心理建設，並落實實習訪視，以作為學生反應的窗口，實習後進行檢討與輔導，釐清並解決學生實習過程中的疑問及衝突，建立學生的自信及工作價值觀，進而提升就業意願。在實習單位方面，建議實施職前或在職倫理教育，協助學生建立正確的工作倫理觀念；重視主管的領導層面、情緒管理及公平合理對待實習生；實習單位不應將實習生當作短暫的人力，應落實教育訓練工作及提供完善的實習環境，為餐旅產業培訓未來的人才。

關鍵字

餐旅教育 ； 校外實習 ； 不倫理行為 ； 行業認知 ； 就業意願

並列摘要

This study aims to examine the current condition of hospitality students’ encounter with unethical behavior, clarify students’ perceptions toward the hospitality business after internships, examine their future career intentions, and investigate the effects of encounter with unethical behaviors on students’ perceptions toward industry and their career intentions during the internships as well. In this research, a convenience sampling method was applied, and a five-point Likert measurement scale was manipulated. Up to 551 copies of the questionnaires were collected; 479 were valid. Furthermore, “Descriptive Statistics”, “Independent T-Test”, “One Factor Variance Analysis “ and “Multiple Regression Analysis” using SPSS were conducted to process the collected data. The results of this study could be concluded as follows. Firstly, the frequency of hospitality students’ encounter with unethical behaviors during the internships was low. Secondly, after internships, hospitality students have more interests, confidences, and commitments to the work. Thirdly, after internships, hospitality students tended to be more willing to work in the hospitality business; however, students also argued that the final career decisions were still uncertain. Fourthly, the more unethical behaviors students encountered, the more negatively students perceived toward their work. Fifthly, hospitality students’ perceptions toward industry have positive effects on their career intentions. In additions, based on the findings, the following suggestions were proposed. For educational institutes, ethical concepts were recommended to be emphasized while developing the curriculum; to reinforce hospitality students’ recognitions to the business, more practitioners were suggested to be invited in the lectures; to develop students’ confidence, work value, and mental preparations before internships, pre-internship training and education was advised; to alleviate students’ problems and conflicts and to, post-internship guidance and discussions were recommended. For organizations, to develop proper work ethics, pre-job and on-job educations were encouraged to be accentuated while working; moreover, the issues of (1) treatments of students during the internships, (2) the training of supervisors’ emotional management, and (3) offering students with better working environments and job training should be additionally addressed.

並列關鍵字

Hospitality Education ； Internship ； Unethical Behavior ； Vocational Awareness ； Employment Willingness

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