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论文编号：	2049
作者编号：	032932
上传时间：	2010/4/12 9:46:28
中文题目：	可雇佣性开发的绩效衡量研究
英文题目：	Employability, Employability Development
指导老师：	谢晋宇
中文关键字：	可雇佣性 可雇佣性开发 绩效衡量 人力资源管理专业 高等教育
英文关键字：	Employability, Employability Development, Performance Measurement
中文摘要：	可雇佣性对于大学生来说具有非常重要的意义，既影响他们的最初就业，也影响他们未来的职业生涯开发。高等教育机构是可雇佣性开发的主体，衡量其可雇佣性开发绩效是非常必要的，既可以明确可雇佣性开发责任，也有助于改善可雇佣性开发绩效。 在文献研究基础上，本研究通过统计调查方式收集资料，从结果（包括可雇佣性技能和被雇佣状况）和过程（包括可雇佣性技能开发状况衡量和可雇佣性开发经历的满意度调查）两个维度衡量和分析天津高校人力资源管理专业的整合入课程的可雇佣性开发绩效。 首先，本研究通过德尔菲法构建了人力资源管理专业学生的重要的可雇佣性技能指标，既包括通用技能，也包括专业技能。可雇佣性技能指标是衡量可雇佣性开发绩效的基础。 其次，在德尔菲研究结果基础上，本研究设计了可雇佣性技能的自评量表。本研究在文献研究基础上设计了被雇佣状况量表；结合成熟问卷设计了整合入课程的可雇佣性技能开发状况量表；结合焦点团体小组的方法设计了可雇佣性技能开发经历满意度量表。通过对量表的预试分析得出符合要求的正式量表，以此对天津地区高校人力资源管理专业2005届和2006届学生进行问卷调查。结果表明人力资源管理专业学生的可雇佣性技能处于一般水平。正是由于可雇佣性技能不高，导致了这些学生的就业率仅为79%（包括读研的），80%的学生就业质量不高。这种状况与学校提供的整合入课程的可雇佣性技能开发状况差有关，也与学生的可雇佣性技能开发经历满意度的一般水平有关。这说明这些高等院校没有从战略高度重视学生的可雇佣性和可雇佣性开发，也缺乏可操作的可雇佣性开发实践活动。 再次，本研究通过描述性统计对不同类型院校的人力资源管理专业的可雇佣性开发绩效进行了比较。结果显示重点院校在所有指标上好于一般院校，普通高等院校在所有指标上好于高职院校，而财经院校和工科院校之间却是各有所长。同时也通过多元方差分析和一元方差分析对这些差异的显著性进行了检验。结果表明可雇佣性开发绩效的整体差异性显著，但并不是所有具体指标的差异性都显著。这明确了不同类型院校的可雇佣性开发绩效改善的重点方向应该有差异。 最后，本研究基于结构方程模型分析验证了整合入课程的可雇佣性开发过程与学生毕业时的可雇佣性技能之间的相关性；通过皮尔逊相关分析了各维度的主要变量的相关系数及其显著性。结果表明整合入课程的可雇佣性技能开发活动并不是孤立地影响学生的可雇佣性技能，而是在与可雇佣性技能开发经历满意度交互作用基础上影响可雇佣性技能。但两者的影响作用大小是不同的，整合入课程的可雇佣性技能开发活动所起的作用更大。这从学校角度解释了学生可雇佣性技能差异的主要原因：在于可雇佣性技能开发活动和学生的可雇佣性技能开发经历满意度的整体性差异。同一学校的同一班级学生所经历的整合入课程的可雇佣性技能开发活动是一致的，而其可雇佣性技能之所以存在差异，原因在于可雇佣性技能开发经历满意度的不同而影响了学生的努力和投入的程度。也解释了同一学校（班级）的不同学生对整合入课程的可雇佣性技能开发活动的评价的差异的主要原因：在于学生的可雇佣性技能开发经历的满意度差异。这种结果充分验证了学生毕业时的可雇佣性技能与高等教育之间的显著相关性。基于该结论，本研究提出融合通用性技能与专业技能的学习的建议。 本研究设计的可雇佣性开发绩效衡量指标为评估高等院校的就业教育体系提供了政策性建议；另一方面也为反映整合入课程的可雇佣性技能开发状况提供思路，从而有利于针对目前存在的问题进行改进。 本研究的创新点在于衡量了天津高校的人力资源管理专业的可雇佣性开发绩效状况；并结合具体专业研究可雇佣性，构建了人力资源管理专业学生的可雇佣性技能指标，将可雇佣性技能做为可雇佣性绩效指标的结果维度中的主要部分，丰富了以往的以FDR(first destination returns)表示的就业状况或者甚至单一以就业率做为结果的指标体系；同时，通过结构方程模型的分析结果解决了相关研究对于学生的可雇佣性技能与高等教育的关系存在的争议。
英文摘要：	Based on literature research and statistical survey, this dissertation measured and analyzed employability development performance of students majoring in human resource management in universities of Tianjin from two dimensions, namely, results and process. The research mainly measured and analyzed the employability development performance, which had been integrated into the curriculum for HR-majored students. Firstly, the dissertation constructed critical employability skills indicators for students who major in human resource management based on Delphi approach. The indicators were for both general skills and professional skills. Secondly, the dissertation designed self-assessment scales of employability according to employability skill indicators. In the meantime, the study designed other results and process scales based on literature research and other approaches. Through pre-test, the research got the formal scales. The investigation and survey showed that students’ employability skills were not high. Students’ employability skills lead to their low employment rate (79%) and poor employment quality rate (80%). All these were results of poor employability development integrated into the curriculum. It is clear that these universities have not emphasized on employability development from strategic perspectives. Thirdly, the dissertation compared employability development performance among different universities through descriptive statistics. Through multivariate analysis of variance, the research found that differences of performance were significant. Performance indicators for key university students were better for the ones for ordinary universities; performance indicators for ordinary university students were better for the ones of 3-year college students. Differences of indicators, however, were not all significant through analysis of variances. The result indicates that different universities have different improvement objectives in regard to employability development. Fourthly, the research verified the correlation between employability development integrated into the curriculum and students’ employability skills, and tested the significance of correlation between other important variables. The result indicates that employability development integrated into the curriculum influences employability skills not only by development activities but also by students’ development experience satisfaction. From the viewpoint of university, this result explains the reason why different students have different employability skills. In general, the study has important significance for universities. In can help universities to make clear the key to employability development and then improve their employability development. For example, the indicators of employability skills can serve as the important indicators for evaluating employment education system. The dissertation has three originalities. The first is it measures the situation of employability development of human-resource-management-majored students in universities in Tianjin. The second is it constructs the employability skills indicators for college students who major in human resource management and enriches employability indicator system. The last one is it settles the controversies about the relationship between higher education and students’ employability skills through analysis by structural equation model.
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