大學為協助學生與其職涯接軌，學生們可能會按照大學所設的特定路徑從事活動，進而有一樣的專業身份。然而，實際狀況真如上述所言？本研究的研究問題 為 MBA 學生從入學前到入學後，他們進行身份認同轉移的過程為何？對於未來職涯發展目標明確程度不同的 MBA 學生，會用何種策略培養其個人專業身份？本研究以自然探究法的方式進行，於中山大學企業管理研究所為研究場域，以立意抽樣 的方式選擇八名企研所的學生作為訪談對象，研究結果發現，MBA 學生在形塑其 專業身份的過程中，共會經歷三階段的路徑，且可以將學生分為三種不同的類型。最後對於 MBA 教育的利害關係人提出一些建議。

Universities, in order to help students establishing a career after graduation, provide specific paths and activities to help students shape their professional identity. However, there is a need to examine the motivations, experiences, and results of MBA students. Using a naturalistic inquiry approach, eight students from the Institute of Business Administration at National Sun Yat-sen University were selected as participants through purposive sampling and were individually interviewed for about 20 to 30 minutes. The findings revealed that MBA students undergo three stages in shaping their professional identities. Furthermore, three distinct student types are identified based on their motivations and characteristics. Finally, the study provides recommendations for stakeholders in MBA education.

論文審定書 ....................................................................................................................... i
誌謝 .................................................................................................................................. ii
摘要 ................................................................................................................................. iii
Abstract............................................................................................................................ iv
目錄 .................................................................................................................................. v
圖次 ............................................................................................................................... viii
表次 ................................................................................................................................. ix
第一章 緒論 .................................................................................................................... 1
第一節 研究動機與背景...............................................................................................................1
第二節 研究目的與問題...............................................................................................................2
第三節 研究架構與安排...............................................................................................................3
第二章 文獻回顧與探討 ................................................................................................ 4
第一節 職業前認同(Pre-Professional Identity, PPI)與米勒金字塔(Miller’s
original pyramid)............................................................................................................................. 4
第二節 身份認同(Self-Identity)、自我概念(Self-Concept)與社會認同
(Social Identity)............................................................................................................................ 7
第三節 身份過渡(IdentityTransition)..............................................................................11
第三章 研究方法 .......................................................................................................... 14
第一節 自然探究法.......................................................................................................................14
第二節 研究設計............................................................................................................................16
第三節 資料分析............................................................................................................................19
第四節 研究品質............................................................................................................................22
第四章 研究發現 .......................................................................................................... 25
第一節 MBA學生專業身份的建構.......................................................................................25
一、 建構專業身份之歷程..................................................................................25
二、 影響建構專業身份路徑之因素..................................................................26
第二節 目標導向型學生：規劃的實踐者............................................................................28
一、 就讀動機......................................................................................................28
二、 個人特徵......................................................................................................29
三、 手段與意義..................................................................................................31
四、 建構專業身份的三階段路徑......................................................................33
第三節 探索導向型學生：規劃的嘗試者............................................................................34
一、 就讀動機......................................................................................................35
二、 個人特徵......................................................................................................35
三、 手段與意義..................................................................................................37
四、 建構專業身份的三階段路徑......................................................................39
第四節 探索導向型學生：被動的摸索者............................................................................40
一、 就讀動機......................................................................................................40
二、 個人特徵......................................................................................................41
三、 手段與意義..................................................................................................43
四、 建構專業身份的三階段路徑......................................................................45
第五節 三種類型學生之比較....................................................................................................46
第五章 結論與討論 ...................................................................................................... 49
第一節 結論.....................................................................................................................................49
第二節 研究限制與未來研究方向..........................................................................................50
第三節 研究建議............................................................................................................................51
一、 MBA 學生....................................................................................................51
二、 商學教育工作者..........................................................................................52
三、 潛在雇主......................................................................................................52
參考文獻 ........................................................................................................................ 53

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