大學時期參與社團之畢業校友校園經驗與學校認同研究—以中部某國立大學為例

Abstract

本研究旨在瞭解大學時期參與社團之畢業校友的校園經驗與歷程，並進一步探討此經驗與學校認同之關係。研究取向為質性研究，以立意取樣方式邀請6位畢業於中部某國立大學，且在學期間曾參與社團的校友作為研究參與者，採用半結構式深度訪談法收集資料。研究透過訪談內容分析，萃取出參與者其在校就讀期間校園經驗、情感連結與對學校的認同樣貌。研究結論如下：一、參與者因多元動機投入社團，包括延續興趣、人際需求、實踐理想等，其參與頻率與投入程度隨個人背景與角色而異。二、社團歷程中經歷人力不足、意見分歧、籌備挑戰與行政協調等困境，從中學習領導、溝通、抗壓性與責任感等能力。三、透過長期參與，參與者普遍建立深厚的人際關係與情感連結，進而形塑對學校的歸屬感與正向認同。四、校園環境、社團同儕及師生關係為認同感生成的重要影響因素。五、畢業後的學校認同具有動態特質，部分參與者因社團經驗持續關注母校，部分則因政策制度而出現疏離情緒。依據研究發現，本研究提出建議：社團輔導單位方面建議學校持續強化學生在課外活動中的參與支持機制，加強對社團幹部支持、培訓及傳承，建立溝通管道及平台，正視並改善負面經驗，並促進社團校友與在校生互動等方式深化學校認同；校友業務單位方面建議提供校友回饋母校之多元管道，突顯學校特色與情感連結點，舉辦具社團特色之校友活動，善用校友資源支持在校社團發展，另建立多元化之校友聯繫平台，強化畢業生離校後之情感維繫，並關注、回應學校負面新聞的影響；未來研究方面，可針對同一學校進行長期觀察研究，或比較不同時期、不同學校畢業校友學校認同方式與程度差異。

The purpose of this study is to explore the campus experiences and process of alumni who were involved in student clubs during their college years, and to further examine the relationship between these experiences and their identification with the university. Adopting a qualitative research approach, the study employed purposive sampling to invite six alumni who graduated from a national university in central Taiwan and had involved in student clubs during their time on campus. Data were collected through semi-structured in-depth interviews. Thematic analysis of the interview data revealed insights into the participants' campus experiences, emotional connections, and their patterns of identification with the university. The study concludes the following. Participants joined student clubs for various motivations, such as pursuing personal interests, meeting social needs, or realizing ideals. Their frequency and degree of involvement varied depending on individual backgrounds and roles. During their club experiences, participants encountered multiple challenges, including manpower shortages, divergent opinions,planning difficulties, and administrative coordination. Through these challenges, they developed competencies in leadership, communication, stress management, and responsibility. Long-term involvement helped participants build deep interpersonal relationships and emotional bonds, which fostered a strong sense of belonging and positive identification with the university. The campus environment, peer relationships within clubs, and interactions with faculty were key factors influencing their sense of identification. Alumni’s identification with their alma mater remained dynamic after graduation. Some continued to stay connected due to their club experiences, while others felt emotionally distanced due to institutional policies or changes. Based on the findings, this study proposes the following recommendations. For Extracurricular Activity Sections, it is suggested that schools continue to strengthen support mechanisms for extracurricular participation, enhance training and succession planning for student leaders, establish communication channels and platforms, address and improve negative experiences, and promote interaction between current students and alumni to deepen school identification. For Alumni Services Sections, it is recommended to provide diverse channels for alumni to give back to their alma mater, highlight unique characteristics and emotional touchpoints of the university, organize alumni events with club-related themes, leverage alumni resources to support current student clubs, and build diverse alumni networking platforms to maintain emotional ties after graduation. Additionally, schools should be attentive to and responsive to the impact of negative public opinion or media coverage. For future research, long-term observational studies within the same university or comparative studies among alumni from different periods or institutions are recommended to explore variations in school identification.