| 摘要: | 本研究旨在探討專業服務學習之學習經驗，是否能夠對大學生之生涯發展歷程產生影響。本研究以訪談法作為資料蒐集工具，並以專業服務學習實施歷程結合社會認知生涯理論(SCCT)之模型擬定訪談大綱，依據訪談資料進行編碼分析，探討大學生之(1)生涯發展現況、(2)對生涯能力自我評估、(3)參與專業服務學習之學習經驗、(4)參與專業服務學習經驗對於生涯選擇之影響。
研究結果發現：(1)大學生在現階段生涯發展狀況上，個人對於人力資源領域方面的發展多抱持樂觀或不排斥的態度，家人也多選擇支持目前的選擇；(2)大學生希望未來的人力資源工作能夠帶來的前三項回饋為「成就感」、「發揮專長的機會」與「進修成長的機會」，且實務經驗的價值會大於對薪資期望的滿足；(3)在自我能力評估方面，對「人際互動」、「溝通表達」與「團隊合作」較有信心，「資訊科技應用」較沒自信，專業服務學習能提供人際互動與溝通表達的學習，但團隊合作與資訊科技應用則不顯著。專業知識部分則是認為實務經驗不足，無法確切評估自身能力；(4)大學生從專業服務學習中的學習經驗獲得四大主軸之十五項能力成長項目，四大主軸為「提升專業知識」、「熟悉職場技能」、「培養個人態度」與「啟發個人特質」，間接影響到自我效能的提升與對結果預期的體驗，在專業服務學習的後續行動也展現出想持續培養個人能力的態度。
根據上述結果，建議大學生在參與類似課程應把握機會，抱持積極與主動求知的態度，累積個人未來職場上的能力；學校面則應考量學生修課動機、提供教師充足與適當之教學資源；教師則可利用此課程機會提供同學在生涯發展方面的諮詢，並檢視學生專業領域之學習成果。
The research is conducted by interview as a collecting tool, conferring if Profes-sional Service-Learning experience plays an important role in career of college stu-dents. It is based on Social Cognitive Career Theory (SCCT) model to draw up an interview outline, and then discuss the developing situation and self-evaluation of career according to outcome of interviews. We focus on some criteria of college stu-dents, including (1) current career development (2) self-assessment of career (3) par-ticipating experience of Professional Service-Learning (4) impact of participating Professional Service-Learning on their career.
It comes out that,
(1)College students are quite open to development of human resource field during their current career developing status. Their family mostly support their own choices.
(2)Top three feedback that college students hope to obtain are “sense of achievement “, “chance to bring their talent into full play”, and “chance to make progress and learn.” Besides, value of practical experience will be more important than satis-faction of salary expectation.
(3)In self-assessment aspect, college students are more confident of “social interac-tion”, “communication,” and “team work, “and uncertain of “professional know-how application.” Professional Service-Learning is helpful to learning of social interaction and communication, but not so remarkable in IT application.
(4)What college students learn from Professional Service-Learning can be defined as four cores and fifteen ability developing items. The four cores are “enhancing professional know-how,” “getting familiar with job skills,” “bringing up working attitude”, “inspiring personal characteristic”, which influencing raising of self-efficiency and expecting outcomes indirectly. After Professional Ser-vice-Learning, they can hold the positive attitude to enhance their ability.
According to above outcome, we advise college students hold chances while they are participating related courses. Being positive and active to gain knowledge, and accumulate ability for following work place. On the other hand, the school should concern more about motivation for students and provide teachers sufficient teaching resources. So that teachers can provide consultant to students through classes and review the learning condition in their profession fields. |
