| dc.contributor.advisor | 許牧彥 | zh_TW |
| dc.contributor.author (Authors) | 王瑞聰 | zh_TW |
| dc.creator (作者) | 王瑞聰 | zh_TW |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 18-Sep-2009 09:27:28 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 09:27:28 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 09:27:28 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0093359001 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/34333 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 科技管理研究所 | zh_TW |
| dc.description (描述) | 93359001 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 學校教育對學生的幫助主要是提昇人力資本，以及傳遞具有學位的訊號等功能。本研究想了解在學生的眼中，學校是否也具有協助累積社會資本的功能。在本研究探討的社會資本的內涵，包括結構面（認識誰以及如何與之連結）以及關係面（與認識的人之間的關係強度）。本研究以問卷方式訪問政大商學院六十名學生，探討學生在學期間是否有累積社會資本的傾向，包括學生是否會期待在受教育的過程累積社會資本、學生是否會花很多時間與精力在受教育過程中累積社會資本、學生是否在受教育過程中累積了社會資本、學生是否同意認為在學校比在其他場合易於累積社會資本、有哪些因素會影響學生在學期間累積社會資本的傾向、以及學生在學校是以什麼樣的方式累積社會資本。以統計工具分析問卷後的資料顯示：學生的確期待在學期間累積社會資本、的確於在學期間花時間與精力累積社會資本以及的確於在學期間累積了社會資本。本研究獲得以下結論：在學生眼中，學校的確具有累積社會資本的功能。本研究並發現，學校相較於其他社交場合，對個人累積社會資本的幫助，主要傾向在關係面之強化而非在結構面之擴充。相較於EMBA與AMBA等有工作經驗的學生，無工作經驗的MBA學生對累積社會資本有相對較高的期待、耗時以及收穫。相較其他社交場合而言，在學校累積的社會資本的本質較為自然不做作，彼此有機會更深地了解與建立更深的關係。在學校累積社會資本的方式，主要是透過與他人分享自己的資源與資訊，以及積極參與課程指定的團隊報告與活動。 | zh_TW |
| dc.description.abstract (摘要) | As extensively documented in literature, the main functions of education are to increase students’ human capital and signal that one has the dgree. However, this study, based on students of the Business School of National Cheng Chi University, shows that education can also increase students’ social capital. This study includes both the structural and relational aspects;the former refers to persons with whom the students are to be connected and how, and the latter the intensity of the connection. Sixty copies of questionnaire were collected, concerning whether the students have tendency of accumulating social capital during their study in the university. They were analyzed according to the following items: (1) Do the students anticipate accumulating social capital? (2) Do they spend time or make efforts to accumulate social capital? (3) Do they think they have accumulated social capital during stay in the university? (4) Do they think the university is an easier place to accumulate social capital than others? (5) What are the factors affecting their tendency of accumulating social capital? (6) How do they accumulate social capital? The answers to the first four questions are all positive. It is therefore concluded that students do accumulate social capital in education and that the university is an easier place for this activity, because the activity is more natural there than other places. The social capital obtained at the university is much more relational than structural, because the university provides natural occasions for deeper understanding one another and thus establishing firmer relationship. | en_US |
| dc.description.tableofcontents | 目錄圖二.1：研究架構圖…………………………………………………-11-表目錄…………………………………………………………………-ii-第一章、 緒論第一節、 研究背景與動機……………………………………………-1-第二節、 研究問題……………………………………………………-2-第三節、 研究方法……………………………………………………-2-第四節、 研究定位……………………………………………………-3-第二章、 文獻探討第一節、 教育學家與經濟學家對教育功能的解釋：提昇人力資本與傳遞訊號…………………………………………………………………………-4-第二節、 被遺漏的教育功能：提供建立社會資本的場所……………-6-第三章、 研究方法第一節、 研究架構與假設………………………………………………-11-第二節、 研究架構中各變項的操作性定義與測量方法………………-16-第三節、 資料蒐集方法、研究對象、與樣本特性分析………………-19-第四節、 資料處理與分析方法…………………………………………-19-第五節、 研究限制………………………………………………………-19-第四章、 資料分析與討論第一節、 假設之檢定與修正……………………………………………-21-第二節、 小結與討論……………………………………………………-35-第五章、 結論與建議第一節、 結論……………………………………………………………-42-第二節、 建議與未來研究方向…………………………………………-44-參考文獻……………………………………………………………………-45-附件：以EMBA為訪問對象之問卷…………………………………………-48-表目錄表四.1：期待累積、花時間與精力累積、的確累積社會資本以及學校相對容易累積社會資本之單一樣本檢定……………………………………………………………………………-22-表四.2：表四.2：接觸之相關分析……………………………………………………………………………-23-表四.3：延伸之相關分析…………………………………………………-24-表四.4：了解之相關分析…………………………………………………-25-表四.5：結交之相關分析…………………………………………………-25-表四.6：接觸之認知與期待相關分析……………………………………-26-表四.7：延伸之認知與期待相關分析……………………………………-27-表四.8：了解之認知與期待相關分析……………………………………-27-表四.9：結交之認知與期待相關分析……………………………………-27-表四.10：職涯發展目標對期待累積社會資本之ANOVA分析……………-28-表四.11：班別對期待累積社會資本之ANOVA分析………………………-29-表四.12：接觸之認知與耗時相關分析……………………………………-30-表四.13：延伸之認知與耗時相關分析……………………………………-30-表四.14：了解之認知與耗時相關分析……………………………………-30-表四.15：結交之認知與耗時相關分析……………………………………-30-表四.16：職涯發展目標對耗時累積社會資本之ANOVA分析……………-31-表四.17：班別對耗時累積社會資本之ANOVA分析………………………-32-表四.18：社會資本的相對重要性與社會資本的相對發展程度之相關分析……-33-表四.19：在學期間累積之社會資本本質差異與累積方式之單一樣本檢定……-33-表四.20：不同班別之期待平均數…………………………………………-38-表四.21：不同班別之耗時平均數…………………………………………-40- | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0093359001 | en_US |
| dc.subject (關鍵詞) | 學校教育 | zh_TW |
| dc.subject (關鍵詞) | 社會資本 | zh_TW |
| dc.title (題名) | 學校教育與累積社會資本之關係：以政大商學院為例 | zh_TW |
| dc.title (題名) | Relationship between Education and Accumulation of Social Capital: A Case Study Based on Business School of National Cheng Chi University | en_US |
| dc.type (資料類型) | thesis | en |
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