ABSTRACT

本研究旨在探究澳門社會工作者進修高等學位之價值與意義,聚焦於其如何主觀定義 進修之「有用性」。本研究透過使用半結構式問卷對 11 位處於不同進修階段社工之深 度訪談,並透過成人學習理論及轉化學習理之視角和使用主題分析法進行分析。 研究發現其進修動機共享工具主義與表現性之特質呈現「二象性」,從而構成動態之 「動機光譜」。進修過程充滿挑戰,尤以工作與學業間的「角色衝突」最為劇烈。結果 顯示進修收獲呈高度個體差異,「有用性」為進修者主體建構的複雜、動態之概念,其 評價標準涵蓋異質收益、知識技能、意義基模轉化和避險價值,並取決於其認為所得 收益能否匹配其投資。最終結論指出,「社工進修是否有用」並非二元問題,其答案完 全由進修者依據自身經驗與標準進行定義。本研究強調尊重社工主體經驗,並根據研 究發現分別對進修者、高等學院和政府相關部門提出建議。 THIS STUDY INVESTIGATES THE VALUE AND SIGNIFICANCE OF PURSUING ADVANCED DEGREES AMONG MACAU SOCIAL WORKERS, FOCUSING ON HOW THEY SUBJECTIVELY DEFINE THE “USEFULNESS” OF CONTINUING EDUCATION. THROUGH IN-DEPTH INTERVIEWS WITH 11 SOCIAL WORKERS AT DIFFERENT STAGES OF THEIR STUDIES USING A SEMI-STRUCTURED QUESTIONNAIRE, THE RESEARCH EMPLOYS ADULT LEARNING THEORY, TRANSFORMATIVE LEARNING THEORY, AND THEMATIC ANALYSIS. FINDINGS REVEAL THAT THEIR MOTIVATIONS EXHIBIT DUALISTIC CHARACTERISTICS OF INSTRUMENTALISM AND EXPRESSIVENESS, FORMING A DYNAMIC “SPECTRUM OF MOTIVATION.” THE PURSUIT PROCESS IS FRAUGHT WITH CHALLENGES, PARTICULARLY THE INTENSE “ROLE CONFLICT” BETWEEN WORK AND ACADEMIC RESPONSIBILITIES. RESULTS INDICATE HIGHLY INDIVIDUALIZED OUTCOMES, WITH “USEFULNESS” EMERGING AS A COMPLEX, DYNAMIC CONCEPT CONSTRUCTED BY LEARNERS THEMSELVES. EVALUATION CRITERIA ENCOMPASS HETEROGENEOUS BENEFITS, KNOWLEDGE/SKILLS, MEANING SCHEMA TRANSFORMATION, AND RISK-AVERSION VALUE, ULTIMATELY DETERMINED BY WHETHER PERCEIVED GAINS JUSTIFY INVESTMENT. THE FINAL CONCLUSION STATES THAT “WHETHER CONTINUING EDUCATION IS USEFUL FOR SOCIAL WORKERS” IS NOT A BINARY QUESTION; THE ANSWER IS ENTIRELY DEFINED BY THE LEARNER BASED ON THEIR OWN EXPERIENCE AND STANDARDS. THIS STUDY EMPHASIZES RESPECTING THE SUBJECTIVE EXPERIENCE OF SOCIAL WORKERS AND OFFERS RECOMMENDATIONS FOR LEARNERS, HIGHER EDUCATION INSTITUTIONS, AND RELEVANT GOVERNMENT DEPARTMENTS BASED ON THE RESEARCH FINDINGS.