兩岸獸醫學系學生的社會價值、工作價值與自我效能對職涯發展之影響

Abstract

本研究以兩岸兩所大學的獸醫學系新生和應屆畢業生為研究對象，探討獸醫學系學生的社會價值、工作價值與自我效能對其職涯發展之影響，並透過年級差異觀察兩岸獸醫學系教育可能存在的差異，最後針對獸醫學教育單位提出建議。透過立意抽樣的問卷調查，回收有效樣本317份。研究發現分為四個部份，首先是兩岸共有取向：（一）越重視社會印象與認同感的學生，更願意面對獸醫師專業的挑戰；（二）對自身專業能力有自信的學生，更具面對未來職涯發展的信心；（三）前述重視社會印象、對自身專業能力有自信的學生，也更願意學習解決困難的技能；（四）沒有臨床經驗的學生，若給予較高的報酬，則會對工作更有驅動力，反映了兩岸學生的實際取向。其次，以學生個人基本背景變項分析，兩岸會產生些許差異：（一）在中國大陸，選擇獸醫學系為第一志願的學生，更能夠自主或是挑戰更高難度的工作，臺灣學生則較需要增進面對逆境的信心；（二）臺灣學生若尚未有過臨床經驗，則會由於對相關訓練較為生疏，而更重視團隊價值。第三，從不同年級來加以分析：（一）兩岸應屆畢業生皆比同校新生對於社會地位、工作價值的任務滿足、團隊互助、獎酬期待、工作機會與信心程度均下滑，尤其是臺灣學生對薪資期待有顯著失落；（二）大陸應屆畢業生與新生在團隊合作的認同度沒有顯著差異，但在臺灣卻有顯著的下降，可能導因於大陸重視集體主義的社會背景，或是兩岸獸醫學系教育歷程的差異；（三）以即將進入職場的應屆畢業生相比，臺灣僅在社會價值較高，其餘項目皆低於大陸，值得臺灣獸醫學的教育單位省思。最後，本研究驗證自我效能在社會價值、工作價值與職涯發展之間的中介效果。如能強化學生對獸醫師職業的社會認同感，並提升專業能力，將能使其更具有面對未來職涯發展的信心。整體而言，兩岸的獸醫學系學生存在價值觀上的差異，尤以社會價值最為明顯，這導因於兩岸不同的社會連結與人際互動、人文關懷與動保文化、社會地位與職業聲望、校系選擇與教育資源，以及教學目標與學生素質等差異。本研究提供臺灣獸醫學教育在未來育才及職涯輔導的建議，如從課程內容進行設計與調整，以深化團隊合作、融入適性化與社會化的實踐，協助奠定學生職涯選擇的基礎。另一方面，從獸醫學系學生的社會價值感可知，兩岸獸醫學教育單位可承擔起社會責任，如辦理巡迴義診或利用新媒體帶動獸醫學議題，加強學生的職業興趣、社會接觸和知識推廣能力，以此提升學生的自我效能與獸醫師職業的社會價值，達到社會與個人雙贏的局面。

This research sampled freshmen and graduates from two universities in Taiwan and China to investigate the impact of veterinary students social values, work values, and self-efficacy on their career development. By observing possible differences in veterinary education from universities in Taiwan and China through grade differences, this research provides suggestions for veterinary education units. The survey was conducted by intentional sampling, and 317 valid samples were collected. The findings of the research included: (1) students who placed more value upon social impression and identity more were more willing to face challenges in the field of veterinary speciality; (2) students who had confidence in their professional abilities were more confident in their future career development; (3) students who with more value on social impression and confidence in their professional abilities as mentioned above were also more willing to learn skills to solve problems; (4) students with no clinical experience are more motivated to work if they are offered higher compensation, reflecting the actual orientation of students from universities of Taiwan and China. Secondly, students’ demographic information indicated that there are differences between the universities in Taiwan and China: (1) in China, students who choose veterinary medicine as their first choice are more able to work independently or to take on more difficult jobs, while Taiwanese students need more confidence in facing adversity; (2) Taiwanese students who have not yet had clinical experience place more emphasis on team values because they are less familiar with related training. Thirdly, students’ grades indicated that : (1) the level of task satisfaction, team support, reward expectation, job opportunity and confidence in social status, work value, and salary expectation of graduates from universities in Taiwan and China decreased compared to that of freshmen, especially the Taiwanese students had a significant loss in salary expectation; (2) there was no significant difference in the recognition of teamwork between graduates and freshmen in China, but there was a significant decrease in Taiwan. This may be due to the social context of collectivism in China or the difference in the educational experiences of veterinarians between Taiwan and China; (3) compared to graduates who are about to enter the workplace, Taiwanese only has higher social values, but the rest of the items are lower than Chinese, which is worthy of consideration by the education units of veterinarians in Taiwan. Finally, this research tested the mediating effect of self-efficacy between social value, work value, and career development. If students can strengthen their sense of social identity and enhance their professional competence, they will have more confidence in their future career development. On the whole, the differences in values between the veterinary students from universities in Taiwan and China are most obvious, especially in terms of social values. This is due to the differences in social ties and interpersonal interactions, humanistic care and animal protection culture, social status and professional prestige, school choice and educational resources, as well as teaching objectives and student quality. This research provides suggestions for future education and career guidance for veterinarians in Taiwan, such as the design and adjustment of curriculum content to deepen teamwork, integrate adaptive and social practices, and help lay the foundation for students career choices. On the other hand, it is clear from the social value of veterinary students that veterinary education units in Taiwan and China should assume social responsibility, such as organizing touring charity clinics or using new media to promote veterinary issues. To strengthen career interest, social contact, and knowledge promotion ability could enhance students’ self-efficacy and social value of veterinary profession, and achieve a win-win situation for both society and individuals.