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題名:成人學習動機、學習行為、學習機會與創新表現關係之研究-以管理碩士在職專班為例
作者:廖玉齡
作者(外文):Yu-ling Liao
校院名稱:國立中正大學
系所名稱:成人及繼續教育所
指導教授:魏惠娟
陳玉樹
學位類別:博士
出版日期:2007
主題關鍵詞:成人學習動機學習行為學習機會創新表現管理碩士在職專班典型相關結構方程Adult Learning MotivationsLearning Behaviors
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成人學習動機、學習行為、學習機會與創新表現關係之研究
-以管理碩士在職專班為例
指導教授: 魏惠娟博士 陳玉樹博士
學生: 廖玉齡
摘要
EMBA在各大學院校篷勃發展,最終原因歸因於終身學習思潮的盛行,不僅與成人學習者自身相關且與當前社會變遷有關。EMBA成人在職進修教育能夠顯現其特色,可作為正規教育之外的另類學習設計,以充分運用終身學習需求的優勢,並滿足更多成年人的生涯發展需要。並且,EMBA成人教育仍需要經濟的基礎,成人在職進修教育促成學習與工作的緊密結合,讓學習以謀生的目標可以達成,讓社會的趨勢、經濟的情勢、教育的策略互相激盪成為國家永續發展的動力。基於以上原因,巨觀的大環境迅速變遷與微觀的成人學習者之需求與供給,形成一股巨大無形的學習動力正在興起,釵h國立大學、私立大學、科技大學、甚至技術學院,都在正規學習中轉型,盡全力開設深具產學合作特色之相關課程的管理碩士在職專班,以提升學歷、提升自我,不斷吸引、蘊釀並開發更多潛在的成人繼續學習人口。
施測學校為國立雲林科技大學、國立中正大學、國立嘉義大學、國立成奶j學、國立中山大學企管在職專班為研究對象,每校為155份問卷。回收問卷共775份,剔除無效問卷共7份,有效回收樣本共768份,有效回收率為99 %。
本研究的主要目的包括:
一、探究管理碩士在職專班學習者之學習動機。
二、探究管理碩士在職專班學習者之學習行為。
三、探究管理碩士在職專班學習者之學習機會。
四、探究管理碩士在職專班學習者之創新表現。
五、探究管理碩士在職專班學習者之學習動機、學習行為與學習機會對創新表現之影響。
六、根據研究結果,對提供管理碩士在職專班課程之相關機構及成人學習者提出建言。
研究方法方面,分別運用因素分析、信度分析、t考驗、Pearson相關分析、單因子變異數分析、逐步多元迴歸以及典型相關等統計方法。
本研究實證結果說明如下:
1.成人學習動機對學習行為有正向關係。
2.學習行為對學習機會有正向關係。
3.學習機會對創新表現有正向關係。
4.學習行為對創新表現有正向關係。
5.學習動機、學習行為與學習機會對創新表現有正向關係。
根據本研究結果,提出實務意涵與研究建議事項,以提供成人繼續教育行政機構、組織的人力資源部門、終身學習的成人學習者及有興趣相關議題的研究者,意見交流的參考。
Study on the Correlations among Adult Learning Motivations, Learning Behaviors, Learning Opportunities and Innovation Performances -An Empirical Study of Executive Master of Business Administration
Advisor: Dr. Hui-Chuan Wei Dr. Yu-Shu Chen
Student: Yu-Ling Liao
Abstract
In today’s world, EMBA adult learners have an edge to keep abreast of the latest trends in their fields, and are quick to pick up new skills that can lead to success, who reach new heights in productivity, optimize their profit and earning potential, and achieve great things. There are many universities and institutes of technology trying their best to offer specific courses of studying in order to develop more and more potential adult learners.
A successful leader takes a proactive approach to learn: their motivation sought opportunities to learn, the managers need to be always ready to construct learning behavior and utilize learning opportunities to generate competence and induce innovation performances. Thus, there is a need for a greater understanding of the dynamics between the personal and contextual factors responsible for innovation in learning context and work settings.
While a number of studies stress the importance of organizational innovation performance, few address the impact of innovation performances on organization. Due to the lack of being tested with empirical evidence, our research needs to focus on prescriptions for mapping the interrelationships of learning motivations, leaning behaviors, learning opportunities and innovation performances of EMBA adult learners in order to shed light on this issue. In order to explore the important intercorrelations among variables, this study investigates the following questions:
1.How do learning motivations influence learning behaviors?
2.How do learning behaviors influence innovation performances?
3.How do learning behaviors influence learning opportunities?
4.How do learning opportunities influence innovation performances?
5.How do the effects exist among learning motivations, learning behaviors, learning opportunities and innovation performances?
The total number of responses collected was 775 of which 768 or 99% were usable. The analysis of the data was based on the usable responses. The applied statistic tools T-test, Pearson product analysis, Factor analysis, ANOVA, Regression analysis and Canonical correlation were applied to verify the assumptions made in the study. The total of 768 questionnaires comprises EMBA of five national universities, including National Yunlin University of Science & Technology, National Chiayi University, National Chung Cheng University, National Cheng Kung University, National Sun Yat-sen University.
After statistical analyses, the results are summarized as the following.
1. Learning motivations positively influence learning behaviors.
2. A significant effect of learning behaviors on learning opportunities is also supported.
3. A positive effect exists from learning opportunities to innovation performance.
4. Learning behaviors positively affect innovation performance.
5. A positive effect exists among learning motivation, learning behavior, learning opportunities and innovation performance.
In this study, our focus on discussion of the importance of learning with innovation performance significantly develops the EMBA adult learners’ courses by adult learning program planning and project marketing; however, the need for learning is likely to become increasing critical as organizational change and complex intensity. Fast-pace work environments require learning and innovation to make sense of what is happening as well as to take action. The managers, EMBA adult learners, keep abreast of the latest trends in their fields, and are quick to pick up new skills that can lead to success. They are people who reach new heights in productivity, optimize their profit and earning potential, and achieve great things.
Finally, some managerial practices and suggestions for EMBA adult learners, adult educators, and future researches were proposed according to the results.
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