| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 101 === In spite of significant social economic advancement and well elevated education in Taiwan, there are still students who have to choose rotary cooperative education program (i.e., work and study) of vocational high schools as a means to continue their education. Unlike other students, these cooperative education program students are not only students but also interns at the cooperated internship organizations. Because of their distinctive life, interpersonal relationship, and learning as well as education, these rotary cooperative education program students, aside from self-adjustment, may also need guidance to help them fit into the new environment. As a result, methods for guidance these students are worth investigation. This study carried out a semi-opened, in-depth interview with six students graduated from rotary cooperative education program. These interviewees were asked to review their career developing, and the obtained information was used to illustrate and understand career developing process of students of rotary cooperative education program as well as their guidance needs. The results can be used as a reference by schools offering rotary cooperative education program and their cooperated internship organizations. The findings are presented below:
1. Factors influencing the six interviewees’ career decisions: Factors influencing interviewees’ career decisions, ranked from high to low frequency, are personal reasons, family economic status, teachers from the schools, and friends as well as school mates. Interaction among the four factors may also affect the interviewees.
2. Students’ feeling about their schools’ guidance measures: Because the career developing course was given at the first year of the program, no significant difference was found in students’ feeling about the course. The counseling personnel assigned by schools did not have formal training, and furthermore, compared to their homeroom teachers, students were not familiar with these guidance personnel. Consequently, these guidance personnel could not effectively assist these students in handling personal relationship, internship life, or future career developing. In addition, students felt that they were familiar with neither the school guidance personnel nor the functions of the guidance office.
3. Students’ feeling about guidance given by the cooperated internship organizations: Most guidance personnel from cooperated internship organizations are sales managers or office/factory managers of the organizations, but if these managers and their students are not familiar with each other, guidance efficacy can be compromised. If the guidance personnel work with their student at the same environment, they will be more familiar with the students and the guidance outcomes will be more optimal. Because the scope of guidance is more focused on learning work related skills, the guidance personnel have to maintain a close relationship with the students to achieve best guidance efficacy.
4. Students’ career guidance needs: Those interviewees who fitted well into the internship workplace and placed employment opportunity as the focus of their career developing experienced lower career guidance needs. Those who were less certain about their future, on the other hand, would expect the school and the work cooperative organization to provide them with information for pursuing higher education or getting employment.
The investigators discussed the above research findings, and according to the research results, they provided schools offering rotary cooperative education program, their cooperated internship organizations and future researchers with concrete suggestions.
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