圖書資訊學相關學系學生之就業力、生涯自我效能與生涯調適力：現況與差異分析

Employability, Career Self-efficacy, and Career Adaptability in Library and Information Science Students: Status and Group Differences

面對全球職場快速變動與產學落差擴大，高等教育亟須強化學生職涯發展素養。圖書資訊學領域受資訊科技與知識服務轉型影響，培育具就業力、生涯自我效能與生涯調適力之專業人才已成重要課題。本研究以國內多所大學圖書資訊學相關系所學生為對象，採問卷調查方式蒐集資料，探討三構面整體表現與差異。結果顯示學生在三構面表現達中高水準，年級與性別在部分構面呈現顯著差異，學校層級與跨域學習經驗則未達顯著水準，而學習主動性與自我覺察對職涯發展具關鍵影響。建議系所應依學生特性與學習階段，建構分層輔導與跨域課程支持機制，促進職場實踐與產業接軌；學生亦宜培養就業力、生涯自我效能與生涯調適力，以提升職涯發展潛能與就業競爭力。

In response to the rapid changes in the global labor market and the widening gap between academia and industry, higher education must strengthen students’core competencies for career development. The field of Library and Information Science (LIS) has been greatly influenced by technological advancement and the transformation of knowledge services. Cultivating LIS students with employability, career self-efficacy, and career adaptability has become an essential goal. This study surveyed students from several LIS departments in Taiwan through a questionnaire to examine the overall performance and differences among three constructs. The results indicate that students demonstrated medium-to-high levels in all three aspects. Significant differences were found in gender and grade level, while institutional level and interdisciplinary learning experience showed no significant variation. Learning initiative and self-awareness were identified as key factors influencing career development. The study recommends that LIS departments develop tiered counseling and interdisciplinary curriculum support mechanisms based on students’characteristics and learning stages, to promote practical readiness and industry alignment. Students are also encouraged to enhance their employability, career self-efficacy, and career adaptability to strengthen professional growth and career competitiveness.