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博碩士論文 etd-0128113-133628 詳細資訊
Title page for etd-0128113-133628
Different Attitudes of Internship Programs between Employers and Students
Year, semester
Number of pages
Jen-Jsung Huang
Advisory Committee
Chin-kang Jen
Date of Exam
Date of Submission
internship, support, attitudes, discrepancy, Taiwan
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The thesis/dissertation has been browsed 5672 times, has been downloaded 182 times.

  本研究使用美國學者Mark Hall, Gerald Stiles, John Kuzma and Kevin Elliott (1995)發展的完整問卷,此問卷包含五個構面,分別為一般態度與支持、學生的學習成果、立即性的收穫、學業要求以及雇主�學生�指導教授的角色。問卷收集以紙本和電子版問卷兩種並行,問卷群體分為三群,雇主、有實習經驗學生以及沒有實習經驗學生。收集完成後以T-test和MANOVA兩種分析方法並行,探討兩種以及三種群體的態度差異。

The employment rate of youth kept increasing every year, both employers and faculty mention a way to decrease the gap between school study and employment- internship programs. However, look back to Taiwan’s literature review and thesis, there were not so many studies related to the topic. Thus, present study aims to Taiwanese society to study the different attitudes between employers and students.

The U.S. scholars Mark Hall, Gerald Stiles, John Kuzma and Kevin Elliott’s (1995) questionnaire were used in present study. The questionnaire consisted of 5 dimensions, general attitudes and support, students learning outcomes, immediate payoff, academic requirement and Employment/ Students/ Advisors’ roles. Electronic questionnaire and paper questionnaire were both used to collect the data. After collection, we were using two different analyze skill (i.e. T-test and MANOVA) to examine the disparity and consistency between groups.

The statistical result shows that discrepancy attitudes indeed existed between employers and students, the discrepancy attitude especially between employers and students with no internship experience. In present study, we tried to explain the reasons for the disparity and also consistency attitudes. We bring up some suggestions to human resource people, faculty and students, hoping to better the internship programs and to create the win-win situation.
目次 Table of Contents
Chapter One: Introduction 1
1.1 Research background 1
1.2 Purpose of the Study 3
Chapter Two: Literature Review 5
2.1 Definition 5
2.1.1. Definition of Internship 5
2.1.2 Definition of Cooperative education 8
2.1.3. Conclusion: What’s the difference between internship and cooperative education? 10
2.2 The pros and cons of internship 11
2.3 Different perspectives between employers and students 15
2.4 Worldwide internship programs 20
Chapter Three: Methodology 36
3.1 Pilot study 36
3.2 Research framework 39
3.3 Data collection 44
3.4 Analysis Measurements 45
Chapter Four: Data analysis and Result 46
4.1 Description of Respondents 46
4.2 Reliability Analysis 50
4.3 T-test and Manova to Compare the Differences 51
4.3.1. Differences attitude toward employers and students 51
4.3.2. Different attitudes toward employer, students with internship 64
4.3.3. Different attitude toward employers and students with internship experiences. 71
4.3.4. Different attitude toward employers and students with no internship experiences. 72
4.3.5. Different attitudes between students with internship experiences and students with no internship experience. 73
4.4 Conclusion 76
Chapter Five: Discussion and conclusion 83
5.1 The role of educators 83
5.2 The role of HR 86
5.3 The role of students 93
5.4 Lessons from U.S 95
Chapter Six: Limitation and future research suggestion 99
6.1 Limitation 99
6.2 Future research suggestion 99
References 101
Appendix 1. Questionnaire (Chinese version) 106

Table 2-1 Literature review of different attitudes 16
Table 2-2 Top five business schools’ internship requirement (France) 20
Table 2-3 Students Academic Majors as a factor of paid or unpaid (U.S.) 22
Table 2-4 U.S. National Universities Producing the Most Interns (2010) 23
Table 2-5 Universities in Taiwan take internship program as a graduation criterion 24
Table 2-6 Assortment of enterprises’ internship programs (Taiwan) 29
Table 3-1 Summary of pilot study 37
Table 4-1 Description of students’ respondents 47
Table 4-2 Descriptions of students who had internship experiences 48
Table 4-3 Descriptions of employers’ respondents 49
Table 4-4 Reliability Analysis 51
Table 4-5 T-test analysis of general attitudes and supports 53
Table 4-6 T-test analysis of student learning outcomes 58
Table 4-7 T-test analysis of immediate payoff 59
Table 4-8 T-test analysis of academic requirement 60
Table 4-9 T-test analysis of employers/ students/ faculty’s roles 61
Table 4-10 MANOVA analysis of general attitudes and supports 65
Table 4-11 MANOVA analysis of student learning outcomes 66
Table 4-12 MANOVA analysis of immediate payoff 67
Table 4-13 MANOVA analysis of academic requirement 68
Table 4-14 MANOVA analysis of employers/ students/ faculty’s roles 70
Table 4-15 T-test analysis of different attitudes 71
Table 4-16 T-test analysis of different attitudes 72
Table 4-17 T-test analysis of different attitudes 75
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