資訊管理教育中導師制度的人技整合與學生留校意願之關聯：以六位資深導師為例的理論整合分析

Mentorship System as a Socio-Technical Integration in Information Management Education: A Multi-Theory Analysis of Student Retention Based on Six Senior Advisors

在資訊管理教育中，學生面對的挑戰不僅來自快速變動的科技，更來自於如何在高度技術導向的環境中建立適應力與自我調節能力。導師制度在此扮演了協助學生過渡的重要支持角色。然而，近年偏遠地區的資訊管理系所卻普遍出現學生學習動機低落與留校意願下降的問題，導師制度的成效因此受到高度質疑。
本研究整合社會技術系統理論（STS）、科技接受模式（TAM）與媒體豐富性理論（MRT），建構一套跨理論分析架構，以探討導師制度如何在人技互動中影響學生的參與與留校決策。STS觀點指出，導師制度的設計並非單純的「技術輔導」或「人際互動」，而是必須同時兼顧制度化流程、技術工具與人際關係的整合，避免出現僅追求效率而忽略學生心理與動機需求的「片面設計」。
研究以六位具十年以上導師經驗的資訊管理系教師為研究對象，透過深度訪談，萃取其在學習輔導、危機介入、數位工具運用與溝通媒體選擇等方面的實務經驗。結果顯示：1.導師在使用LINE、問卷與人際關係圖等數位工具時，需同時考量學生對工具的知覺有用性與易用性（TAM）。2.在面對情緒支持或學習障礙時，媒體選擇需符合MRT的媒體適配原則，以確保溝通品質。3.依據STS的觀點，導師制度的成功關鍵在於「人技協同設計」，也就是將技術工具與社會互動視為互補而非取代關係，以達到技術效能與學習支持的共同提升。本研究建議資訊管理相關系所，未來在導師制度改革上，應建立結構化的資訊平台，強化導師的數位溝通培訓，並設計能兼顧效率與關懷的預警與支持機制。如此不僅能減少因制度設計偏差導致的「行為落差」，更能回應STS所強調的「同時優化技術績效與學習生活品質」之目標，作為後續教務決策與制度創新的重要參考。

In information management education, students face challenges not only from rapidly evolving technologies but also from the need to develop adaptability and self-regulation in highly technology-oriented environments. The mentorship system plays a crucial role in supporting students during their early academic stages. However, in recent years, information management programs located in remote areas have increasingly encountered problems of declining student motivation and reduced retention intentions, raising serious concerns about the effectiveness of the mentorship system.
This study integrates Socio-Technical Systems Theory (STS), the Technology Acceptance Model (TAM), and Media Richness Theory (MRT) to construct a crosstheoretical analytical framework that examines how mentorship systems, through human–technology interactions, influence student engagement and retention decisions. From an STS perspective, the design of mentorship systems should not be limited to either“technical guidance”or“interpersonal interaction.”Instead, it must simultaneously address institutionalized processes, digital tools, and social relationships to avoid“partial designs”that prioritize efficiency while neglecting students’psychological and motivational needs.
Drawing on in-depth interviews with six senior faculty members in information management departments, each with more than ten years of mentoring experience, this study extracted practical strategies in learning support, crisis intervention, use of digital tools, and media selection. The findings indicate that: (1) when employing digital tools such as LINE, surveys, or sociograms, mentors must consider students’perceived usefulness and ease of use (TAM); (2) when addressing emotional support or learning difficulties, media choices must conform to MRT’s principle of media–task fit to ensure communication quality; and (3) consistent with the STS perspective, the success of the mentorship system hinges on“human–technology co-design,”where technological tools and social interactions complement rather than substitute each other, thereby enhancing both technical effectiveness and learning support.
This study recommends that information management programs reform their mentorship systems by establishing structured information platforms, strengthening digital communication training for mentors, and designing early-warning and support mechanisms that balance efficiency with care. Such measures not only reduce behavioral gaps caused by biased system design but also align with the STS principle of jointly optimizing technical performance and quality of student life. The results provide valuable insights for future academic decision-making and institutional innovation.