| Summary: | 學校教育對學生的幫助主要是提昇人力資本，以及傳遞具有學位的訊號等功能。本研究想了解在學生的眼中，學校是否也具有協助累積社會資本的功能。在本研究探討的社會資本的內涵，包括結構面（認識誰以及如何與之連結）以及關係面（與認識的人之間的關係強度）。本研究以問卷方式訪問政大商學院六十名學生，探討學生在學期間是否有累積社會資本的傾向，包括學生是否會期待在受教育的過程累積社會資本、學生是否會花很多時間與精力在受教育過程中累積社會資本、學生是否在受教育過程中累積了社會資本、學生是否同意認為在學校比在其他場合易於累積社會資本、有哪些因素會影響學生在學期間累積社會資本的傾向、以及學生在學校是以什麼樣的方式累積社會資本。以統計工具分析問卷後的資料顯示：學生的確期待在學期間累積社會資本、的確於在學期間花時間與精力累積社會資本以及的確於在學期間累積了社會資本。本研究獲得以下結論：在學生眼中，學校的確具有累積社會資本的功能。本研究並發現，學校相較於其他社交場合，對個人累積社會資本的幫助，主要傾向在關係面之強化而非在結構面之擴充。相較於EMBA與AMBA等有工作經驗的學生，無工作經驗的MBA學生對累積社會資本有相對較高的期待、耗時以及收穫。相較其他社交場合而言，在學校累積的社會資本的本質較為自然不做作，彼此有機會更深地了解與建立更深的關係。在學校累積社會資本的方式，主要是透過與他人分享自己的資源與資訊，以及積極參與課程指定的團隊報告與活動。 === As extensively documented in literature, the main functions of education are to increase students’ human capital and signal that one has the dgree. However, this study, based on students of the Business School of National Cheng Chi University, shows that education can also increase students’ social capital. This study includes both the structural and relational aspects;
the former refers to persons with whom the students are to be connected and how, and the latter the intensity of the connection.
Sixty copies of questionnaire were collected, concerning whether the students have tendency of accumulating social capital during their study in the university. They were analyzed according to the following items: (1) Do the students anticipate accumulating social capital? (2) Do they spend time or make efforts to accumulate social capital? (3) Do they think they have accumulated social capital during stay in the university? (4) Do they think the university is an easier place to accumulate social capital than others? (5) What are the factors affecting their tendency of accumulating social capital? (6) How do they accumulate social capital? The answers to the first four questions are all positive. It is therefore concluded that students do accumulate social capital in education and that the university is an easier place for this activity, because the activity is more natural there than other places. The social capital obtained at the university is much more relational than structural, because the university provides natural occasions for deeper understanding one another and thus establishing firmer relationship.
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