| 摘要: | 本研究旨在探討傳播科系學生實習歷程，以及實習對未來職涯選擇之影響，並以南華大學傳播系103級至106級實習之學生為例。研究方法採次級資料蒐集與深度訪談法進行。次級資料蒐集以「南華大學傳播學系實習意見調查表」進行問卷調查，一共回收 139份，有效問卷數共134份。調查結果發現，男性在實習過程中對公司的「訓練制度」（4.17）、「工作參與度」（4.12）及「員工合作」（4.32）滿意度較高，女性則對「主管帶領方式」（4.37）及「實習收獲」（4.42）滿意度較高；一個月的實習生在「公司訓練制度」（4.09）及「主管帶領方式」（4.41）的滿意度較高，兩個月的實習生在「工作參與度」（4.08）、「員工合作」（4.29）及「實習收穫」（4.42）方面滿意度較高。就實習區域而言，於「南部」實習的學生對「公司訓練制度」（4.11）、「主管帶領」（4.38）、「工作參與度」（3.95）、「員工合作」（4.51）、「實習收穫」（4.49）五個面向滿意度均高於「北部」與「中部」。就實習機構的類型而言，「廣播電台」在「公司訓練制度」、「主管帶領方式」、「工作參與度」、「員工合作」及「實習收穫」等面向滿意度均高於「電視台」、「公關公司」、「平面」，其中「公司訓練制度」及「工作參與度」面向達顯著差異。 接著，本研究進行立意抽樣，與12位學生進行半結構式深度訪談。深度訪談之內容經紮根理論進行開放性編碼與主軸編碼，建立5個主範疇、12個次範疇與32個屬性概念。研究發現，實習生在實習前會考量「個人背景」（如興趣、職涯走向、經濟狀況、家庭支持）及「單位提供條件」（如單位知名度、培訓內容、產業區塊發展）。在實習過程的收獲有「提升自我」（如專業技能、產業興趣、價值感）及「認清現實」（如產業性質、自我能力）。影響實習過程的因素有「對實習的認知」（如實習心態、角色功能）與「個人量能」（如專業經歷、能力展現、社會歷練）以及「單位特性」（如實習時間、性別差異、主管帶領方式、工作調配）。在實習後對職涯方面的影響有「確立方向」（如產業適性度、提高求職效率）及「增廣選擇」（如人脈優勢、心態建立）。學生對實習課程的建議，則認為應「修改實習制度」（如合作方式、時數規定、獎勵補助）、「落實課程輔導」（如學習狀況、單位媒合）以及「提升課程質量」（如實務課程、實習時間）。
This research aims to explore the internship process of students and the influence of internships on future career choices, and take the school year 103 to 106 students of the Department of Communication. The research method adopts secondary data collection and in-depth interview. In the secondary data collection, a questionnaire survey was conducted using the ”Internship Opinion Questionnaire of Nanhua University”. A total of 139 copies were retrieved in this study, including 134 valid questionnaires. The survey results found that male students were more satisfied with the company’s “training system” (4.17), “work participation” (4.12) and “employee cooperation” (4.32) during the internship, while female students were more satisfied with the “supervisor leadership method”(4.37) and “Internship Gains” (4.42); The One-month interns are highly satisfied with the “Company Training System” (4.09) and “Supervisor Leading Method” (4.41). The two-month interns are highly satisfied with ”work participation” (4.08), ”employee cooperation” (4.29) and ”internship gains” (4.42). Students in the ”Southern” internship are satisfied with the ”Company Training System” (4.11), “Supervisor Leadership” (4.38), “Work Participation” (3.95), “Employee Cooperation” (4.51), and “Internship Gains” (4.49). “Broadcasting Station” is more satisfied with “Company Training System”, “Supervisor Leading Method”, “Work Participation”, “Employee Cooperation” and “Internship Gains” than “TV Station”, “Public Relations Company”, and “Print”. Among them, the two aspects of “company training system” and “work participation” are significantly different. Next, this research conducted purposive sampling and semi-structured in-depth interviews with 12 students. The in-depth interviews is coded through grounded theory, establishing 5 main categories, 12 sub-categories and 32 attribute concepts. Research has found that interns will consider their “personal background” (such as interests, career direction, economic status, and family support) and “company providing conditions” (such as company popularity, training content, and industry development) before internship. The gains during the internship include “improvement of oneself” (such as professional skills, industrial interest, sense of value) and “recognition of reality” (such as the situation of the industry, self-ability). Factors affecting the internship process include “cognition of internship” (e.g. internship mentality, role function) and “personal capacity” (e.g. professional experience, ability, social experience) and “company characteristics” (e.g. internship time, gender differences, supervisor leadership method, work deployment). The impact on careers after the internship includes “establishing direction” (such as industrial suitability, improving job search efficiency) and “enhancing choices” (such as social networking, mentality establishment). Students’ suggestions for internship courses should “modify the internship system” (such as cooperation methods, hour regulations, rewards and subsidies), “implement curriculum guidance” (such as learning status, unit matching), and “improve the quality of courses” (such as practical courses, internship time). |
