目前台灣有相當多大專院校及企業為學生提供實習的機會，然而在研究者的觀察中發現，並不是所有學生都非常熱衷於從事實習，本研究以質性研究的方式探討不同科系的學生實習意願差異，並且探索哪些因素會影響學生從事實習的意願高低。本研究以中山大學的大學生為研究對象，先在網路論壇上募集學生對於自己系內對實習的想法及未來畢業出路情形，再以目的性抽樣的方式進行焦點訪談，接著透過計畫行為論的指引進行資料分析並產生學生從事意願的關聯圖。本研究發現學生實習意願受到其科系特性以及自身是否有能力從事實習之影響，不同科系的學生可能有不同的職涯目標與不同的就業方向明確度，這兩個與系所相關的因素使得不同科系的學生會有不同的職涯探索之需求，進而影響個人對於實習活動評價式態度的差異，除此之外各系學生對於課程的負擔以及面對的實習職缺不同也會影響意願，因此不同的學生有不同的實習意願。

This qualitative research investigates the differences in student internship willingness across various academic disciplines in Taiwan using the Theory of Planned Behavior as the framework. Data were gathered from undergraduate students at National Sun Yat-sen University through online forums and focus groups. The findings revealed that internship willingness is influenced by both the students' academic disciplines and their perceived capabilities to engage in internships. Different career goals and employment direction clarity among students from various disciplines lead to diverse needs for career exploration, affecting their attitudes towards internship activities. Moreover, the perceived studying workload and availability of internship positions also play a role in shaping students' internship willingness. As a result, students from different academic backgrounds exhibit varying degrees of willingness to participate in internships.

論文審書........................................................i
誌謝..........................................................ii
中文摘要........................ ............................iii
英文摘要........................ ............................iv
第一章 緒論..................................................1
第一節 研究背景 ............................................ 1
第二節 研究動機 ............................................ 2
第三節 研究目的與問題 ...................................... 3
第四節 本文章節安排 ........................................ 5
第二章 文獻探討 .............................................. 6
第一節 大學為探索未來職涯發展的所在 ........................ 6
第二節 實習為一培養學生培養專業認同的工具 .................. 9
第三節 計畫行為理論 ....................................... 12
第三章 研究方法與設計 ....................................... 15
第一節 質性研究方法 ....................................... 15
第二節 研究設計 ........................................... 16
第三節 研究一：實習意願調查 ............................... 16
第四節 研究二：影響實習意願因素調查 ....................... 18
第五節 資料分析 ........................................... 22
第四章 研究發現 ............................................. 26
第一節 實習生實習意圖的影響因素 ........................... 26
第二節 態度 ............................................... 27
第三節 系所特性 ........................................... 28
第四節 欲從事實習的難易度 ................................. 43
第五節 小結 ............................................... 52
第五章 結論與討論 ........................................... 58
第一節 結論 ............................................... 58
第二節 研究限制及未來研究方向 ............................. 59
第三節 對實習利害關係人建議 ............................... 60
參考文獻 ................................................... 62
附錄 ....................................................... 66

教育部（2013）。教育部人才培育白皮書。臺北市：教育部。
中華民國比較教育學會（2012）。各國大學實習制度之調查分析。教育部
杜忠聰 . (2022, September 1). 南市府推公部門暑期實習 黃偉哲期許培養青年投入公共服務的志趣. Owlnews. https://news.owlting.com/articles/158538
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action control: From cognition to behavior (pp. 11-39). Berlin, Heidelberg: Springer Berlin Heidelberg.
Ajzen, I. (1988). Attitudes, personality, and behavior. Chicago: Dorsey Press.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and decision processes. University of Massachusetts at Amherst.
Ackerman, P. L., & Beier, M. E. （2003）. Intelligence, personality, and interests in the career choice process. Journal of Career Assessment, 11（2）, 205-218.
Beard, F., & Morton, L. （1998）. Effects of internship predictors on successful field experience. Journalism & mass communication educator, 53（4）, 42-53.
Billett, S., & Henderson, A. J. (Eds.). (2011). Developing learning professionals: integrating experiences in university and practice settings (Vol. 7). Springer Science & Business Media.
Corbin, J. M., & Strauss, A. L. （2015）. Basics of qualitative research : techniques and procedures for developing grounded theory （Fourth edition ed.）. SAGE
Cruess, R. L., Cruess, S. R., Boudreau, J. D., Snell, L., & Steinert, Y. (2015). A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Academic Medicine, 90(6), 718-725.
Cunningham, W. G., & Sherman, W. H. (2008, October). Effective internships: Building bridges between theory and practice. In The Educational Forum (Vol. 72, No. 4, pp. 308-318). Taylor & Francis Group.
Donna, J. D. (2012). A model for professional development to promote engineering design as an integrative pedagogy within STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(2), 2.
Eagly, A., & Chaiken, S. (1993). The psychology of attitudes Harcourt Brace Jovanovich: Fort Worth.
Erikson, E. H. (1968). Identity and the life cycle: New York: Norton.
Gati, I., Krausz, M., & Osipow, S. H. (1996). A taxonomy of difficulties in career decision making. Journal of counseling psychology, 43(4), 510.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research (grounded theory). Taylor & Francis eBooks DRM Free Collection.
Hunter, A., S.L. Laursen, and E. Seymour. （2007）. Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91（1）, 36–74.
Jackson, D. （2016）. Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35（5）, 925-939.
Jackson, D. （2017）. Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74（5）, 833-853.
Kreiner, G. E., Hollensbe, E. C., & Sheep, M. L. （2006）. Where is the “me” among the “we”? Identity work and the search for optimal balance. Academy of Management Journal, 49（5）, 1031-1057.
Lent, R. W., Brown, S. D., & Hackett, G. （1994）. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45（1）, 79-122.
Limoges, C., Scott, P., Schwartzman, S., Nowotny, H., & Gibbons, M. （1994）. The new production of knowledge: The dynamics of science and research in contemporary societies. The New Production of Knowledge, 1-192.
Maskooki, K., Rama, D. V., & Raghunandan, K. （1998）. Internships in undergraduate finance programs. Financial Practice and Education, 8, 74-82.
Morgan, D. L. (2002). Focus group interviewing. Handbook of interview research: Context and method, 141, 159..
Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing research, 40(2), 120-123.
National association of colleges and employers. (2023, June 1). NACE’S GUIDE TO INTERNSHIPS. NACE. https://www.naceweb.org/internships/
Pasewark, W. R., Strawser, J. R., & Wilkerson, J. E. （1989）. A practical approach to internships: An application of self-directed work team principles. Journal of Marketing Education, 11（2）, 45-51.
Paterson, J., Higgs, J., Wilcox, S., & Villeneuve, M. (2002). Clinical reasoning and self-directed learning: key dimensions in professional education and professional socialisation. Focus on Health Professional Education, 4(2), 5-21.
Pratt, M. G., Rockmann, K. W., & Kaufmann, J. B. (2006). Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents. Academy of management journal, 49(2), 235-262.
Rosenberg, M. J., Hovland, C. I., McGuire, W. J., Abelson, R. P., & Brehm, J. W. (1960). Attitude organization and change: An analysis of consistency among attitude components.(Yales studies in attitude and communication.), Vol. III.
Savickas, M. L. (2005). The theory and practice of career construction. Career development and counseling: Putting theory and research to work, 1, 42-70.
Stewart, D. W., & Shamdasani, P. N. （2014）. Focus Groups: Theory and Practice. Sage Publications.
Sullivan, W. P. (2016). Leadership in social work: Where are we?. Journal of Social Work Education, 52(sup1), S51-S61.
Suddaby, R. (2006). From the editors: What grounded theory is not: Academy of Management Briarcliff Manor.
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: a review of the higher education literature. Studies in higher education, 37(3), 365-384.
Volchenko, L. Y., & Malyutina, S. A. （2019）. Rol vuza v voprosakh trudoustroystva studentov [The role of university in students' employment issues]. Bulletin of Baikal State University, 29（2）, 207-212.
Vilma, Z., Judita, K., Psaroudakis, I., & Salvini, A. (2019). Professional Identity Construction in Digital Times.
Williams, R. A. （1990）. Internships in hospitality education: An overview. Journal of Hospitality, Leisure, Sport & Tourism Education, 3（2）, 81-87.