| 研究生: |
武氏清泉 Vu Thi Thanh Tuyen |
|---|---|
| 論文名稱: |
越南畢業生留台就業意圖因素之研究 A study on the factors influencing Vietnamese graduates' intention to stay and work in Taiwan |
| 指導教授: |
陳春希
Chen, Chun-Hsi |
| 口試委員: | |
| 學位類別: |
碩士 Master |
| 系所名稱: |
管理學院 - 企業管理學系 Department of Business Administration |
| 論文出版年: | 2025 |
| 畢業學年度: | 113 |
| 語文別: | 中文 |
| 論文頁數: | 80 |
| 中文關鍵詞: | 越南留學生 、留台就業意圖 、推拉力理論 、個人理想追求 、新移民政策 |
| 外文關鍵詞: | Vietnamese students, intention to stay, push-pull theory, pursuit of personal ideal, new immigration policy |
| 相關次數: | 點閱:11 下載:0 |
| 分享至: |
| 查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
近年來,台灣吸引大量來自東南亞國家的外國人士來台求學與工作,其中越南留學生人數更逐年增加。隨著在台越南學生與畢業生的規模日益擴大,關於其學習經驗、文化適應、生活狀況與職涯發展等議題之研究亦隨之增加,涵蓋社會融合、語言學習、生活壓力、就業意圖等多元面向。本研究旨在探討影響越南籍畢業生留台就業意圖之因素,並以推拉力理論為基礎架構,納入較少見於過去研究之個人理想追求與新移民政策作為拉力因素,進一步探討其對留台就業意圖之關係。本研究採用問卷調查法,對在台就學之越南留學生進行資料蒐集,共回收有效樣本208份,並以描述性統計、信效度分析、相關分析與多元線性迴歸分析等方法進行實證檢驗。研究結果顯示,推力構面中,「文化適應困難」與「母國發展機會」對留台就業意圖具有顯著負相關,而「與家庭的連結」則具有顯著正相關。拉力構面中,「台灣就業機會」、「個人理想追求」與「新移民政策」對留台就業
意圖具有顯著正相關。研究亦指出個人未來規劃與政策支持為影響決策之關鍵,而非社會環境之間接因素。本研究依據研究結果,提出相關管理意涵與未來研究之建議,盼能作為政府制定人才留用政策與高等教育機構輔導外籍學生生涯發展之參考。
In recent years, Taiwan has attracted numerous foreign nationals from Southeast Asia tostudy and work. Vietnamese students have been a growing population. Along with the populationgrowth in Taiwan, issues related Vietnamese students’ social integration, cultural adaptation,
living conditions, employment intentions, and career development have gained scholars’attention. This study aims to explore the factors involved in Vietnamese graduates’ intention to stay and get employed in Taiwan. Drawing from the push-pull theory, the research incorporates two rarely examined pull factors—personal characteristics and new immigration policies—to further examine their effects on the intention to stay. Data were collected through the distribution of questionnaires to Vietnamese students studying in Taiwan. A total of 208 valid responses was collected and analyzed with tests of reliability and validity, correlation analysis, and multiple linear regression analysis. It is found that, among the push factors, difficulties in cultural adaptation and development opportunities in Vietnam are negatively related to Vietnamese students’ intention to stay, while family-related factor is positively related. Among the pull factors, the availability of employment in Taiwan, personal characteristics, and new immigration policies are positively related to the intention to stay in Taiwan after their graduation. The findings also suggest that personal life planning and new immigration policy provides Vietnamese graduates with great incentives to stay in Taiwan.
Drawn on the findings, managerial implications and suggestions for future research are thus discussed.
Allen, D. G., Shore, L. M., & Griffeth, R. W. (2003). The role of perceived organizational support and supportive human resource practices in the turnover process. Journal of Management, 29(1), 99-118.
Allen, N. J. & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1-18.
Alutto, J. A., Hrebiniak, L. G., & Alonso, R. C. (1973). On operationalizing the concept of commitment. Social Forces, 51(4), 448-454.
Andrew, O. C. & Sofian, S. (2012). Individual factors and work outcomes of employee engagement. Procedia - Social and Behavioral Sciences, 40, 498-508.
Armeli, S., Eisenberger, R., Fasolo, P., & Lynch, P. (1998). Perceived organizational support and police performance: The moderating influence of socioemotional needs. Journal of Applied Psychology, 83(2), 288-297.
Arthur, N. & Flynn, S. (2011). Career development influences of international students who pursue permanent immigration to Canada. International Journal of Educational and Vocational Guidance, 11(3), 221-237.
Arthur, N., Opoku, M., Abigail, O., & Owusu, N. (2016). Stay or leave? Using job embeddedness to explain turnover intention among hotel staff in Ghana. Journal of Management Research, 8(3), 1-12.
Baruch, Y., Budhwar, P. S., & Khatri, N. (2007). Brain drain: Inclination to stay abroad after studies. Journal of World Business, 42(1), 99-112.
Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, 40-54.
Bista, K. & Foster, C. (2016). Exploring the social and academic experiences of international students in the United States. College and University, 91(3), 24-35.
Bozick, R., Gonzalez, G., & Mesquita, R. (2016). Supporting international students in the United States. RAND Corporation Research Report.
Campbell, N. (2011). Promoting intercultural contact on campus: A project to connect and engage international and host students. Journal of Studies in International Education, 15(4), 317-331.
Chen, L. H. (2007). East-Asian students’ choice of Canadian graduate schools. International Journal of Educational Advancement, 7(4), 271-306.
Chirkov, V., Vansteenkiste, M., Tao, R., & Lynch, M. (2008). The role of self-determined motivation and goals for study abroad in the adaptation of international students. International Journal of Intercultural Relations, 32(5), 427-440.
Choudaha, R. & Schulmann, P. (2014). International Student Mobility Data Brief: A Focus on the U.S. and Emerging Competitors. World Education Services (WES).
Choudaha, R., Chang, L., & Kono, Y. (2013). International Student Mobility Trends 2013: Towards Responsive Recruitment Strategies. World Education Services (WES).
Freedom House. (2024). Freedom in the World 2024 – Taiwan.
Geddie, K. (2013). The transnational ties that bind: Relationship considerations for graduating international science and engineering research students. Population, Space and Place, 19(2), 196-208.
Girmay, A. (2017). Push and pull factors affecting international student mobility. Journal of International Students, 7(1), 125-133.
Gonzalez, K. P., Mesquita, M. K., & Bozick, R. (2016). International students’ pathways to employment: Exploring the experiences of recent graduates. Journal of International Migration and Integration, 17(3), 873-891.
IOM (2021). World Migration Report 2022. International Organization for Migration.
Kim, D., Bankart, C. S., & Isdell, L. (2019). International students’ pathways to employment: The role of universities in developing career capital. Journal of International Students, 9(1), 292-310.
Kim, Y. C., Kim, D. Y., & Wang, K. (2019). What drives international students to remain in host countries? Empirical evidence from Korea. International Journal of Educational Development, 66, 143-152.
Krsmanovic, M. & Djuric, A. (2020). International students’ post-study intentions: A Serbian case study. Procedia - Social and Behavioral Sciences, 230, 154-161.
Lee, E. S. (1966). A theory of migration. Demography, 3(1), 47-57.
Lee, J. J. & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409.
Lin, H.-M. & Sung, Y.-H. (2020). Experiences of international students from the New Southbound Policy countries in Taiwan: Their motivations and negotiations of cultural differences. Journal of Research in Education Sciences, 65(3), 81-122.
Maringe, F. & Carter, S. (2007). International students' motivations for studying in the UK. International Journal of Educational Management, 21(6), 459-475.
Nguyen, A. M. T. & Benet-Martínez, V. (2013). Biculturalism and adjustment: A meta-analysis. Journal of Cross-Cultural Psychology, 44(1), 122-159.
OECD. (2023). International Migration Outlook 2023. OECD Publishing.
Organisation for Economic Co-operation and Development (OECD). (2023). OECD Economic Surveys: Taiwan 2023. OECD Publishing.
Perez, S. A. (2015). Immigration policy. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., Vol. 11, pp. 662-668). Elsevier.
Pham, H., Doan, H.-M., & Vu, T.-D. (2023). Factors affecting parents' intention of sending children to study abroad: A study from Vietnam. European Journal of Educational Research, 12(1), 407-419.
Pham, L.(2021)。《International Graduates Returning to Vietnam: Experiences of the Local Economies, Universities and Communities》.
Pham, L. (2022). International graduates returning to Vietnam: Experiences of the local economies, universities and communities. Journal of International Migration and Integration, 23(2), 427-445.
Phuong, P. N. (2014). Factors Affecting Staying Intention of International Postgraduate Students in Taiwan after Graduation (Unpublished master’s thesis). National Taiwan Normal University.
Ramesh, A., & Gelfand, M. J. (2010). Will they stay or will they go? The role of job embeddedness in predicting turnover in individualistic and collectivistic cultures. Journal of Applied Psychology, 95(5), 807-823.
Saigon, M. H., Moslehpour, M., & Seitz, V. (2019). Decision making model of Vietnamese students studying higher education in England. IAFOR Journal of Education, 7(2), Winter Issue.
Soon, J. J. (2012). The determinants of students’ return intentions: A partial proportional odds model. Applied Economics Letters, 19(17), 1683-1689.
Tran, L. T. (2016). Mobility as ‘becoming’: A Bourdieuian analysis of the factors shaping international student mobility. British Journal of Sociology of Education, 37(8), 1268-1289.
Tran, L. T., & Vu, T. T. P. (2018). Graduate employability in Vietnam: Tensions between training and employment outcomes. Journal of Education and Work, 31(4), 347-358.
UNESCO Institute for Statistics. (2021). Global Flow of Tertiary-Level Students.
UNESCO. (2021). Global Education Monitoring Report: Non-state Actors in Education – Who Chooses? Who Loses? United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2022). Global Flow of Tertiary-Level Students.
Wang, H. Y. (2021). Equality and diversity in Taiwan’s employment policies. Journal of Asian Public Policy, 14(2), 203-219.
Wu, C. & Wilkes, R. (2017). International students’ post-graduation migration plans and the search for home. Geoforum, 80, 123-132.
Yen, M. Y. & Lin, C. Y. (2022). Social inclusion and immigrant integration in Taiwan. Asian Social Work and Policy Review, 16(3), 215-228.
Zhang, Y. & Goodson, P. (2011). Predictors of international students’ psychosocial adjustment to life in the United States. International Journal of Intercultural Relations, 35(6), 614-627.
二、中文文獻
中國與全球化智庫 (2020)。《中國吸引國際技術人才的政策與實踐比較研究報告》
辛炳隆、劉濬誠 (2023)。我國外籍專業人才延攬及留用法令政策評析,《全國律師》,448,20-39。
辛炳隆、劉濬誠 (2021)。我國外籍專業人才延攬及留用法令政策評析,《臺灣經濟研究月刊》,49(4),67-75。
吳明隆 (2005)。《SPSS統計應用實務》台中:五南圖書出版公司。
吳志揚 (2010)。《提升僑生人才留臺服務之策略性研究》(OCAC-SD-099-001 委託研究報告)。嘉義:國立中正大學。
吳政道 (2020)。《外籍學生留臺政策與勞動市場接軌性分析》台北:政治大學公共行政研究所碩士論文。
吳佳恩 (2024)。《僑生留台意願及有關政策之研究》台北:國立政治大學碩士論文。
阮迪海 (2022)。《影響在台越南留學生移居國外的因素》高雄:國立高雄大學碩士論文。
邱莉婷(2022)。《國際學生留任意願之影響因素分析-以越南籍學生為例》高雄:中山大學社會學系碩士論文。
邱皓政 (2004)。《量化研究與統計分析》台中:五南圖書出版公司。
林志鴻 (2018)。《臺灣與中國大陸對海外華人人才的競逐》台北:中國文化大學碩士論文。
范氏秋水 (2009)。《越南留學生生涯選擇之研究》高雄:國立中山大學企業管理學系碩士論文。
香港社會服務聯會 (2024)。《基層住戶開支模式研究(2019-2020)》
高淑貴 (1990)。影響青少年社會行為的家庭因素,《婦女與兩性學刊》,1,49-86。台北:台大人口研究中心婦女研究室。
高氏翠 (2023)。《外籍學生留台工作意願影響因素》桃園:龍華科技大學企業管理系碩士論文。
梁丁進 (2024)。《越南籍畢業生留臺發展職涯影響因素之研究:以製造業為例》新竹:明新科技大學工業工程與管理系碩士論文。
陳信宏 (2017)。《主要國家吸引人才政策之研究》行政院經濟建設委員會委託;中華經濟研究院執行。
陳瓊玉、柯雨瑞 (2021)。《我國延攬與聘僱外籍中階專業技術人力機制之現況、困境與回應對策》台北:勞動部勞動力發展署。
陳瓊玉、柯雨瑞 (2023)。《我國延攬與聘僱外籍中階專業技術人力機制之現況、困境與回應對策》中華經濟研究院專題報告。
陳映辰 (2019)。《我國新南向政策下之越南留學生在臺經驗研究》台北:世新大學公共事務研究所碩士論文。
黃光雄 (2000)。《教育統計》台北:心理出版社。
張雅婷 (2021)。《新住民政策與國際學生留任臺灣之可行性探討》台北:台灣大學公共事務碩士論文。
張婷 (2022)。《越南留學生生涯選擇之研究》台北:國立臺灣師範大學國際人力資源發展研究所碩士論文。
僑務委員會 (2010)。《提升僑生人才留臺服務之策略性研究》中華民國九十九年十一月二十五日。
國家發展委員會 (2024)。《新住民政策白皮書:人才留用與就業政策革新》台北:中華民國國家發展委員會。
國家發展委員會 (2022)。《因應少子高齡社會推動移民政策之策略規劃》行政院國家發展委員會。
趙中麒 (2019)。我國新住民政策發展歷程之探討,《社區發展季刊》,164,137-147。
臺北市就業服務處 (2022年11月)。《111年度就業與僱用意向調查案調查報告》執行單位:艾普羅行銷市場研究股份有限公司。
駐胡志明市辦事處教育組 (2023)。《多項獎學金給予越南學生在臺灣學習》教育部教育組報告。
潘俊宏 (2021)。新南向政策背景下越南學生來臺留學動機之探討,《學校行政雙月刊》,131,157-176。
蔡惠君 (2023)。《新南向政策下外籍學生在臺灣的經驗研究》台北:國立政治大學教育政策與行政研究所碩士論文。
三、網路資料
中華民國內政部移民署
https://www.immigration.gov.tw/5382/5385/7229/7238/377055
行政院官網
https://www.ey.gov.tw/Page/5A8A0CB5B41DA11E/bad691ec-b013-4a38-9e35-92d2eff33623
勞動部勞動力發展署官https://ezworktaiwan.wda.gov.tw/Content_List.aspx?n=90B5EEEBE3049C9B