摘要
全球化導致國際觀人才需求增加。教育部推出許多因應措施。其中學海築夢計劃 (學海系列計畫之一)是選送學生赴海外專業實習，藉以了解不同國家企業的商業運作與文化差異的生活體驗，來培養學生國際觀及累積海外經驗與強化學生在未來職場上的國際競爭實力。
本研究著重於探討海外實習之主要利害關係人-帶隊老師與學生。透過質性訪談研究方法，探討學生海外實習動機與如何適應當地生活與成長改變。
研究結果顯示，海外適應包含四階段-蜜月期、衝擊期、調適期及精熟期。人格特質與成長環境是海外適應關鍵影響因素，特別在衝擊時期（語言障礙）顯而易見。研究成果提供未來想參與海外實習的私立科大學生、老師及相關單位重要參考與建議。
關鍵字：客海外實習、學習動機、文化衝擊、文化適應。
ABSTRACT
The demand for human resources with global views has increased with globalization. To cope with this rising demand, the Ministry of Education has launched several programs, among which Overseas Internship Program (one of the programs in the Xue-Hai Series) is intended to allow students to experience cultural and business differences, develop global views, and enhance competitiveness in the job market through overseas internship.
In this study, the focus was placed on direct stakeholders, namely the interns and teachers leading the programs. Through qualitative interviews, the authors attempted to explore the learning motivation of overseas interns, how they adapted to local life, and the changes in them after the internship.
Results showed the students’ overseas adaptation could be divided into four stages, including honeymoon stage, cultural shock stage, adjustment stage, and mastery stage. Personality traits and growth background were the main factors affecting their overseas adaptation, particularly in the cultural shock (language barrier) stage. The results of this study could be a reference for authorities concerned, teachers, and students planning to take part in overseas internship programs.
Keywords: overseas internship; learning motivation; cultural shock; cultural adaptation; stakeholder
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