本研究的主要目的在於探討高職餐飲管理科學生校外實習的學習成效以及影響學生校外實習學習成效的影響因素。本研究以問卷作為蒐集資料的工具,問卷內容包括:第一部分為校外實習學習成效之20個題項;第二部份係詢問受訪者的個人資料,計有5個題項;第三部分則是Kolb第三版學習風格量表的12個題項。研究對象為97學年度參與校外實習課程之高三學生,採用系統抽樣與比例抽樣方式進行調查,共計獲得291份有效問卷。 本研究調查結果顯示:受訪者對於校外實習學習成效普遍感到滿意,各題項之平均數介於2.82~3.32。進一步探討實習組織(實習單位、實習部門)、教育單位(三種校外實習方式)與學生個人特性(性別、在校學業平均成績、實習前之工讀經驗、學習風格)對於校外實習學習成效之影響性,研究結果顯示: 一、有關實習組織方面 (一)受訪者在國際觀光旅館、休閒渡假旅館與連鎖餐廳等實習單位實習於比在其他單位(例如:農場、民宿)或獨立餐廳實習獲得較高的自覺學習成效。 (二)在房務部實習的受訪者認為其學習成效顯著低於在餐廳內、外場實習的受訪者。 二、受訪者對於學校所提供的三種不同校外實習方式其自覺學習成效並無差異,認為均可達到學習目標。 三、有關學生個人特性方面 (一)男女性學生之校外實習自覺學習成效沒有顯著不同,亦即學生的性別對校外實習學習成效沒有影響。 (二)受訪者之在校學業平均分數69分以下者其校外實習自覺學習成效之低於80分以上者。 (三)受訪者參加校外實習前具有非餐飲相關工作經驗其校外實習自覺學習成效低於具有餐飲相關工作經驗及完全無工作經驗者。 (四)在291樣本之中,其學習風格為擴散型者有165人(56.7%)、同化型25人(8.6%)、聚斂型16人(5.5%)以及調適型85人(29.2%)。擴散型的學習者適合從事服務業;調適型適合擔任銷售員。聚斂型與同化型適合擔任工程技術人員或是從事資訊科學方面的職業。聚斂型與同化型此二種學習風格類型受訪者在「增加我的職場專業知識」與「增加我的餐飲實務經驗」之自覺學習成效顯著低於擴散型與調適型者。 本研究根據研究結果提出後續研究之進行方向,以及實務運作之建議作為學校教師教學與輔導學生之參考。
Internship has been widely adopted as a component for educating vocational high school students in the field of food and beverage management. The three stakeholders, including: students, educators (academic institutions) and employers, play important roles in the implementation of internship. From the viewpoint of students, this study examined the perceptions of internship and the associated factors with those perceptions. The study subjects focused on the 12th grade students who took the core course in off-campus internship. It employed survey research methods for data collection. All the participants completed the perceptions of internship and the Kolb Learning Style Inventory. A total of 291 usable responses were obtained. The research results revealed that students had different perceptions regarding student and employer issues. In particular, there were differences concerning the personal characteristics among the student groups, such as GPA, part-timed working experiences and learning style preferences. In addition, it indicated that most of the students (56.7%) fell into Kolb’s Diverger categories, more than one quarter (26.8%) labeled Accommodator and a small group as Assimilator (11%) and Converger (5.5%) respectively. Using one-way ANOVA with learning style as the independent (grouping) variable and the perceptions on the internship course as the dependent variable, the result suggested there were significant differences in perceptions between learning styles. LSD’s test confirmed that underlying effect responsible for it causing the difference between Assimilator/Converger and the other two categories. The implications and future research directions were recommended at the end to conclude this study.