摘要
本次研究主要探討就讀動機對於學習滿意度與學習成效是否具有顯著正向的影響，藉以探討成功大學高階管理碩士在職專班 (EMBA)學生就讀前與就讀後之狀況，問卷發放對象以成功大學EMBA已畢業以及在學中之學生為對象，問卷發放時間為2019年4月3日～2019年4月10日止，總計共收到填答272份有效問卷。此外，實證分析的方面，本研究採用SPSS 24 for Windows套裝軟體進行敘述性統計分析、信度分析、效度分析、皮爾森積差相關分析與迴歸分析得出結果後，本研究進一步利用實證分析的結果，對五位成大EMBA同學進行深入的質性訪談，藉以進一步驗證研究之結果。最後本研究得出以下結論：
一. 學校評價對學習滿意度之各項變數，有顯著正向影響。
二. 自我提升對學習滿意度之各項變數，有顯著正向影響。
三. 人際關係對學習滿意度之各項變數，有顯著正向影響。
四. 職業發展對課程內容，有顯著正向影響。
五. 職業發展對行政支援，有顯著正向影響。
六. 課程內容對學習成效，有顯著正向影響。
七. 人際關係對學習成效，有顯著正向影響。
八. 行政支援對學習成效，有顯著正向影響。
九. 就讀動機對於學習成效，除外界期望變數之外，其餘變數皆具有顯著正向影響
十. 學習滿意度具有對於就讀動機與學習成效之部分中介效果。
關鍵字：就讀動機、學習滿意度、學習成效、EMBA 

ABSTRACT
A Study on the Learning Motivation, Satisfaction and Effectiveness of the EMBA program
Author: Shu-Fen Wang
Advisor: Dr. Shao-Chi Chang
Department of Executive Master of Business Administration
College of Management, National Cheng Kung University
SUMMARY
The purpose of this thesis is to discuss the learning motivation, satification and effectiveness at the Executive Master of Business Administration (EMBA)program at National Cheng Kung University (NCKU). The sample of this research is the EMBA alumni and current students. The data was collected by online questionnaire from the period of 3rd to 10th of April 2019. The final sample includes 272 valid questionnaire responses. The findings are shown below.
1. Ranking of NCKU has a significantly positive influence on all variables of learning satisfaction.
2. Self-improvement has a significantly positive influence on all variables of learning satisfaction.
3. Interpersonal relationship has a significantly positive influence on all variables of learning satisfaction.
4. Career development has a significantly positive influence on the content of the course.
5. Career development has a significantly positive influence on administrative assistance.
6. The content of the course has a significantly positive influence on learning results.
7. Interpersonal relationships have a significantly positive influence on learning results.
8. Administrative assistance has a positive influence on learning results.
9. External expectation variables have the lowest but positive influence on learning results.
10. Learning satisfaction is part of link between motivation and learning result.
Key words: Studying Motivation, Learning Satisfaction, Learning Effectiveness, EMBA

INTRODUCTION
In recent years, due to cross-strait political factors, many Taiwanese companies face different challenges such as export decline, industrial upgrading, second-generation taking over leadership, the rise of Chinese industry, and industrial clusters shifting. Many business owners or middle and senior executives are promoting the need for management skills. Therefore, how to get more new knowledge and skills, and to learn to use and integrate resources are the mana ferial challenges at this stage. As a result, many universities have begun to change the way to recruit and teach, trying to attract more talents to join. In terms of teaching, through co-work with the International business college or design courses that meets current trends, such as big data, block chain, etc. On recruitment, universities are actively engaged with the company or through the recommendation from alumni, in order to keep competitive advantage in this fierce market. In order to satisfy students' desire to increase their learning value through universities, including knowledge and skills improvement, personal network development or careers development, universities should understand the needs of students and find appropriate orientation or recruitment methods. Therefore, this study conducts research on the relationship between learning motivation, satisfaction and effectiveness.
RESEARCH METHOD
This study conducts the research on alumni and current students at the EMBA program at NCKU by using quantitative research method. There were 272 valid questionnaires in this research, including 181 males and 91 females. The researcher applied statistical software SPSS Statistics 24 for Windows to analyze data, including descriptive statistics, factor analysis, reliability analysis, validity analysis, Pearson’s product-moment correlation, and regression analysis. Moreover, the researcher conducted interview with five students in order to further examine the hypothesis.
RESULTS
The responses from the survey show that the average value of "outside expectations" is lower than other variables. The evidence suggests that the motivation of participants who study in NCKU’s EMBA is not because of the influence of other people. In learning motivation before starting program, only university brand image, self-improvement and expansion of interpersonal relationships have positive influence on learning satisfaction. On the other hand, for learning effectiveness, all variables have positive influence, except for external expectation on students.
CONCLUSION
This study illustrated that the opportunity of study would affect the satisfaction and the effectiveness of learning, although not all of variables have a significant impact. In a word, the motivation of students before joining the EMBA program would influence the satisfaction and effectiveness of learning afterward for the evaluation of university, self-improvement and interpersonal relationship improvement. According to the results of interview, students prefer case study, but expect more cases of different industries in the curriculum. Finally, this study can only represent a part of EMBA students in NCKU. Future research can extend the questionnaire-issuing period and increase the quantity of questionnaire to enhance the credibility of research. For example, the first one is the hypotheses may not be generalized to suspension student due to sample availability. As the sample of suspension students is difficult to collect, the study may not suitable for students on this studying stage. The other limitation is the responses are mostly from the student classes of 108, 109 and 110 and the distribution period only lasts for four days. As a result, the conclusions of this study may not be generalized to students in other Classes.

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