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題名 碩士論文指導關係與歷程－以行政管理碩士學程為例
The Mentoring Relationship and Course of Master’s Thesis--the Case of Master for Eminent Public Administrators作者 李孟芬
Li, Meng-Fen貢獻者 黃東益
Huang, Tong-Yi
李孟芬
Li, Meng-Fen關鍵詞 論文指導
碩士論文
論文關鍵程序
參與觀察
Thesis advising
Master`s thesis
Critical procedures for thesis
Participant observation日期 2022 上傳時間 1-Mar-2022 17:59:33 (UTC+8) 摘要 在學術研究生涯中找到合適的指導教授對學生研究力養成及學位論文的品質至關重要，故應當正視尋求指導教授策略對指導關係形成及過程之影響。過去國內學者甚少同時針對論文指導歷程中的雙方進行研究，且研究對象多以日間部碩士生為主，對於在職碩士著磨不多，顯示仍有其探討空間。本研究採用質性研究，透過深度訪談法、參與觀察法，以及檔案文件分析等方法探究碩士生與指導教授指導關係形成脈絡、選擇彼此的關鍵因素，以及雙方之尋求策略，並指認論文關鍵程序，使整個指導歷程的互動內涵更加清晰。研究結果發現：首先，在關係形成前，研究主題與個人專長是否相符為雙方皆重視的項目，且指導教授會以學生是否修過其課程作為關鍵考量要素；其次，可指導名額未公開導致資訊不對稱，阻礙指導關係之形成；最後，行政支持在指導關係中扮演重要角色。本研究有別於過去的指導階段，提供一個結合論文關鍵程序的指導歷程，期提供教授、學生與行政人員等三方面參考，能有助於指導教授有效掌握學生的論文進度、提供學生尋求策略之參考、幫助行政人員管理及輔助學生之學習過程，減少學生休、退學情況，進而提高學習品質及成果。
Identifying the most appropriate advisor in one`s academic research career is fundamental to the development of a student`s research capacity and the quality of a thesis; therefore, the implications of strategies employed to engage an advisor on the formation and process of the mentoring relationship may warrant examination. In the past, few domestic scholars have conducted studies targeting both sides of the thesis advising process, with the majority of subjects being full time students and students from extended-education programs, suggesting potential for investigation.This study employs qualitative methodologies such as in-depth interviews, participant observation, and Documentary analysis to investigate the formation of the supervisory relationship between master`s students and their advisors, major factors in their selection of one another, and strategies of both parties in their pursuit, and to identify the key procedures of thesis advising so as to clarify the interaction aspects throughout the advising process. The results of this study identified that: First, prior to the formation of the relationship, the compatibility of research topics and personal expertise was of mutual significance, with the advisor taking into account whether or not the student had taken his course as a factor of critical consideration; second, the lack of disclosure of available adviserships resulted in asymmetric information that hindered the formation of advisory relationships; and lastly, administrative support served as a significant role in the advisory relationship.The framework of this study differs from the previous stages of advising by providing an integrated advising process that incorporates the key processes of thesis advising with reference to professors, students, and administrators. Such suggestions would thus facilitate professors to effectively manage students` thesis progress, provides strategies for students in search of advising, and helps administrators to manage and assist students` learning processes to reduce the number of student suspensions and withdrawals, thereby improving learning quality and outcomes.參考文獻 王昭正、朱瑞淵（譯）（1999）。參與觀察法（初版）（Jorgensen, D. L. 原著）。新北：弘智文化。朱麗文（2015）。當前國內國立大專校院最適學校經濟規模之分析。臺灣教育評論月刊，4(9)，36-43。吳嘉苓（2015）。訪談法。載於瞿海源（編），社會及行為科學研究法（33-61頁）。臺北：東華。林子琦（2020）。人工智慧實踐於人才甄選之應用—碩士生與指導教授媒合決策支援系統。國立台灣科技大學企業管理系碩士論文，未出版，台北。洪慧芳（譯）（2017）。創新的用途理論（初版）（Christensen, Hall, T., Dillon, K., & Duncan, D. S. 原著）。台北：天下雜誌。胡幼慧（2008）質性研究：理論，方法及本土女性研究實例（二版）。臺北:巨流。陳嘉豪（2007）。論文指導師徒關係之形成與發展歷程－以國內大學碩士班為例。長榮大學企業管理所碩士，未出版，台南。湯京平（2015）。個案研究。載於瞿海源（編），社會及行為科學研究法（249-280頁）。臺北：東華。葉奕廷（2019）。人工智慧於人力資源甄選的應用—以自動化契合度評分系統輔助師徒關係的建立。國立台灣科技大學企業管理系碩士論文，未出版，台北。禇耐安（譯）（2020）。精實服務：將精實原則延伸到消費端，全面消除浪費，創造獲利（三版）（Womack, J. P., & Jones, D. T. 原著）。台北：經濟新潮社。劉曉芬、林佑宣（2013）。大學研發活動中的師生關係：研究生助理觀點。教育研究與發展期刊，9（2），175-204。樊和平（1995）。中國人文管理。臺北：五南。蔡孟佳、陳冠浤（2012）碩士生指導教授論文指導行為之研究－領導理論觀點。勞資關係論叢，13（2），45-116。蔡清田（2017）。畢業論文寫作的通關密碼（初版）。臺北：高等教育。蕭妙香（2013）。指導教授的困惑。臺灣教育評論月刊，2（3），25-25。蕭瑞麟（2020）。不用數字的研究：質性研究的思辯脈絡（五版）。臺北：五南。Acker, S., Hill, T., & Black, E. (1994). Thesis supervision in the social sciences: managed or negotiated?. Higher Education, 28(4), 483-498.Anderson, C., Day, K., & McLaughlin, P. (2008). Student perspectives on the dissertation process in a masters degree concerned with professional practice. Studies in Continuing Education, 30(1), 33-49.Berk, R. A., Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. P. (2005). Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80(1), 66-71.Bogdewic, S. P. (1992). “Participant Observation.” In B. F. Crabtree & W. L. Miller (Eds.), Doing Qualitative Research (pp. 45-69). Newbury Park: Sage.Bozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administration & Society, 39(6), 719-739.de Kleijn, R. A., Bronkhorst, L. H., Meijer, P. C., Pilot, A., & Brekelmans, M. (2016). Understanding the up, back, and forward-component in master`s thesis supervision with adaptivity. Studies in Higher Education, 41(8), 1463-1479.Duck, S. (1994). Stratagems, spoils, and a serpent`s tooth: On the delights and dilemmas of personal relationships. In W. R. Cupach and B. H. Spitzberg (Ed.), The Dark Side of Interpersonal Communication (pp. 3-24).Mahwah: Lawrence Erlbaum Associates.Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540.Jackson, J. F., & Kile, K. S. (2004). Does a nexus exist between the work of administrators and student outcomes in higher education?: an answer from a systematic review of research. Innovative Higher Education, 28(4), 285-301.Jacobi (1991). Mentoring and Undergraduate Academic Success: A Literature. Review of Educational Research, 61(4), 505-532.Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-625.Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84(4), 529.Ragins, B. R., & Kram, K. E. (2007). The Handbook of Mentoring at Work: Theory, Research, and Practice. Sage Publications.Scandura, T. A. (1998). Dysfunctional mentoring relationships and outcomes. Journal of Management, 24(3), 449-467.Schunk, DH., & Mullen, C.A.(2013). Toward a Conceptual Model of Mentoring Research : Integration with Self-Regulated Learning. Educational Psychology Review, 25(3), 361-389.Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.Waldeck, J. H., Orrego, V. O., Plax, T. G., & Kearney, P. (1997). Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end. Communication Quarterly, 45(3), 93-109. 描述 碩士
國立政治大學
行政管理碩士學程
108921083資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108921083 資料類型 thesis dc.contributor.advisor 黃東益 zh_TW dc.contributor.advisor Huang, Tong-Yi en_US dc.contributor.author (Authors) 李孟芬 zh_TW dc.contributor.author (Authors) Li, Meng-Fen en_US dc.creator (作者) 李孟芬 zh_TW dc.creator (作者) Li, Meng-Fen en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Mar-2022 17:59:33 (UTC+8) - dc.date.available 1-Mar-2022 17:59:33 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2022 17:59:33 (UTC+8) - dc.identifier (Other Identifiers) G0108921083 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/139284 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 行政管理碩士學程 zh_TW dc.description (描述) 108921083 zh_TW dc.description.abstract (摘要) 在學術研究生涯中找到合適的指導教授對學生研究力養成及學位論文的品質至關重要，故應當正視尋求指導教授策略對指導關係形成及過程之影響。過去國內學者甚少同時針對論文指導歷程中的雙方進行研究，且研究對象多以日間部碩士生為主，對於在職碩士著磨不多，顯示仍有其探討空間。本研究採用質性研究，透過深度訪談法、參與觀察法，以及檔案文件分析等方法探究碩士生與指導教授指導關係形成脈絡、選擇彼此的關鍵因素，以及雙方之尋求策略，並指認論文關鍵程序，使整個指導歷程的互動內涵更加清晰。研究結果發現：首先，在關係形成前，研究主題與個人專長是否相符為雙方皆重視的項目，且指導教授會以學生是否修過其課程作為關鍵考量要素；其次，可指導名額未公開導致資訊不對稱，阻礙指導關係之形成；最後，行政支持在指導關係中扮演重要角色。本研究有別於過去的指導階段，提供一個結合論文關鍵程序的指導歷程，期提供教授、學生與行政人員等三方面參考，能有助於指導教授有效掌握學生的論文進度、提供學生尋求策略之參考、幫助行政人員管理及輔助學生之學習過程，減少學生休、退學情況，進而提高學習品質及成果。 zh_TW dc.description.abstract (摘要) Identifying the most appropriate advisor in one`s academic research career is fundamental to the development of a student`s research capacity and the quality of a thesis; therefore, the implications of strategies employed to engage an advisor on the formation and process of the mentoring relationship may warrant examination. In the past, few domestic scholars have conducted studies targeting both sides of the thesis advising process, with the majority of subjects being full time students and students from extended-education programs, suggesting potential for investigation.This study employs qualitative methodologies such as in-depth interviews, participant observation, and Documentary analysis to investigate the formation of the supervisory relationship between master`s students and their advisors, major factors in their selection of one another, and strategies of both parties in their pursuit, and to identify the key procedures of thesis advising so as to clarify the interaction aspects throughout the advising process. The results of this study identified that: First, prior to the formation of the relationship, the compatibility of research topics and personal expertise was of mutual significance, with the advisor taking into account whether or not the student had taken his course as a factor of critical consideration; second, the lack of disclosure of available adviserships resulted in asymmetric information that hindered the formation of advisory relationships; and lastly, administrative support served as a significant role in the advisory relationship.The framework of this study differs from the previous stages of advising by providing an integrated advising process that incorporates the key processes of thesis advising with reference to professors, students, and administrators. Such suggestions would thus facilitate professors to effectively manage students` thesis progress, provides strategies for students in search of advising, and helps administrators to manage and assist students` learning processes to reduce the number of student suspensions and withdrawals, thereby improving learning quality and outcomes. en_US dc.description.tableofcontents 第一章 緒論 7第一節 研究背景 7第二節 研究動機 9第三節 研究問題與目的 14第二章 相關文獻探討 17第一節 指導關係相關研究 18第二節 指導關係 19第三節 行政角色：支持？還是監督？ 22第四節 指導關係歷程 24第三章 研究設計 31第一節 指導關係歷程研究架構 31第二節 研究方法 32第三節 資料收集過程 39第四章 揭開指導關係的神秘面紗 45第一節 指導關係形成脈絡 45第二節 指導關係發展樣態 64第三節 指導關係的落幕 80第四節 研究討論 83第五章 指導關係中不可或缺的要角 87第一節 課程中垂手可得的寶藏 87第二節 模組、課程與指導關係的糾葛 91第三節 行政協助 96第四節 研究討論 105第六章 結論 109第一節 研究發現與理論意涵 109第二節 實務建議 113第三節 研究限制與未來研究限制 121第四節 研究者反思 122參考文獻 125附錄 129 zh_TW dc.format.extent 6930899 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108921083 en_US dc.subject (關鍵詞) 論文指導 zh_TW dc.subject (關鍵詞) 碩士論文 zh_TW dc.subject (關鍵詞) 論文關鍵程序 zh_TW dc.subject (關鍵詞) 參與觀察 zh_TW dc.subject (關鍵詞) Thesis advising en_US dc.subject (關鍵詞) Master`s thesis en_US dc.subject (關鍵詞) Critical procedures for thesis en_US dc.subject (關鍵詞) Participant observation en_US dc.title (題名) 碩士論文指導關係與歷程－以行政管理碩士學程為例 zh_TW dc.title (題名) The Mentoring Relationship and Course of Master’s Thesis--the Case of Master for Eminent Public Administrators en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王昭正、朱瑞淵（譯）（1999）。參與觀察法（初版）（Jorgensen, D. L. 原著）。新北：弘智文化。朱麗文（2015）。當前國內國立大專校院最適學校經濟規模之分析。臺灣教育評論月刊，4(9)，36-43。吳嘉苓（2015）。訪談法。載於瞿海源（編），社會及行為科學研究法（33-61頁）。臺北：東華。林子琦（2020）。人工智慧實踐於人才甄選之應用—碩士生與指導教授媒合決策支援系統。國立台灣科技大學企業管理系碩士論文，未出版，台北。洪慧芳（譯）（2017）。創新的用途理論（初版）（Christensen, Hall, T., Dillon, K., & Duncan, D. S. 原著）。台北：天下雜誌。胡幼慧（2008）質性研究：理論，方法及本土女性研究實例（二版）。臺北:巨流。陳嘉豪（2007）。論文指導師徒關係之形成與發展歷程－以國內大學碩士班為例。長榮大學企業管理所碩士，未出版，台南。湯京平（2015）。個案研究。載於瞿海源（編），社會及行為科學研究法（249-280頁）。臺北：東華。葉奕廷（2019）。人工智慧於人力資源甄選的應用—以自動化契合度評分系統輔助師徒關係的建立。國立台灣科技大學企業管理系碩士論文，未出版，台北。禇耐安（譯）（2020）。精實服務：將精實原則延伸到消費端，全面消除浪費，創造獲利（三版）（Womack, J. P., & Jones, D. T. 原著）。台北：經濟新潮社。劉曉芬、林佑宣（2013）。大學研發活動中的師生關係：研究生助理觀點。教育研究與發展期刊，9（2），175-204。樊和平（1995）。中國人文管理。臺北：五南。蔡孟佳、陳冠浤（2012）碩士生指導教授論文指導行為之研究－領導理論觀點。勞資關係論叢，13（2），45-116。蔡清田（2017）。畢業論文寫作的通關密碼（初版）。臺北：高等教育。蕭妙香（2013）。指導教授的困惑。臺灣教育評論月刊，2（3），25-25。蕭瑞麟（2020）。不用數字的研究：質性研究的思辯脈絡（五版）。臺北：五南。Acker, S., Hill, T., & Black, E. (1994). Thesis supervision in the social sciences: managed or negotiated?. Higher Education, 28(4), 483-498.Anderson, C., Day, K., & McLaughlin, P. (2008). Student perspectives on the dissertation process in a masters degree concerned with professional practice. Studies in Continuing Education, 30(1), 33-49.Berk, R. A., Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. P. (2005). Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80(1), 66-71.Bogdewic, S. P. (1992). “Participant Observation.” In B. F. Crabtree & W. L. Miller (Eds.), Doing Qualitative Research (pp. 45-69). Newbury Park: Sage.Bozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administration & Society, 39(6), 719-739.de Kleijn, R. A., Bronkhorst, L. H., Meijer, P. C., Pilot, A., & Brekelmans, M. (2016). Understanding the up, back, and forward-component in master`s thesis supervision with adaptivity. Studies in Higher Education, 41(8), 1463-1479.Duck, S. (1994). Stratagems, spoils, and a serpent`s tooth: On the delights and dilemmas of personal relationships. In W. R. Cupach and B. H. Spitzberg (Ed.), The Dark Side of Interpersonal Communication (pp. 3-24).Mahwah: Lawrence Erlbaum Associates.Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540.Jackson, J. F., & Kile, K. S. (2004). Does a nexus exist between the work of administrators and student outcomes in higher education?: an answer from a systematic review of research. Innovative Higher Education, 28(4), 285-301.Jacobi (1991). Mentoring and Undergraduate Academic Success: A Literature. Review of Educational Research, 61(4), 505-532.Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-625.Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84(4), 529.Ragins, B. R., & Kram, K. E. (2007). The Handbook of Mentoring at Work: Theory, Research, and Practice. Sage Publications.Scandura, T. A. (1998). Dysfunctional mentoring relationships and outcomes. Journal of Management, 24(3), 449-467.Schunk, DH., & Mullen, C.A.(2013). Toward a Conceptual Model of Mentoring Research : Integration with Self-Regulated Learning. Educational Psychology Review, 25(3), 361-389.Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.Waldeck, J. H., Orrego, V. O., Plax, T. G., & Kearney, P. (1997). Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end. Communication Quarterly, 45(3), 93-109. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202200326 en_US
