近年來，在教育部的教研品質計畫要求下，各大專院校需確保教育的品質具備一定的標準，因此國內許多商管學院致力於通過AACSB認證的評鑑標準，藉以提供教學品質上的保證及畢業生未來於國際職場上的競爭能力。
本文首先延伸組織社會化以及個人─組織契合度的相關研究至學校組織的範疇，探討其對於學校組織個體的影響，接著利用AACSB認證做樣本群組的區別，以檢測取得AACSB認證學校的學生與未取得AACSB認證學校的學生是否在學習成效、組織認同、組織公民行為、學習滿意度及轉學(系)的意願上有顯著的差異。結果顯示，組織社會化將會透過個人─組織契合度對學生之學習成效、組織認同、組織公民行為及學習滿意度產生顯著正向的結果，而對轉學(系)的意願產生顯著負向的結果，且於取得AACSB認證學校的學生一關聯性上是優於未取得AACSB認證學校的學生。整體而言，本研究提供國內AACSB認證對教學品質確保的證據，同時也提供支持組織社會化及個人─組織契合度適用於學校組織的實證分析。

In the past few years, many local schools had been engaged in reaching the evaluation standard certified by AACSB so as to provide best teaching quality and elevate international competitive advantage of graduates.
According to Organization Socialization and Person-Organization Fit (P-O Fit), the essay expanded the related research to explore the effect on school organization individual, and then it evaluated the difference between the students from schools certified by AACSB and those from the other schools on leaning effect, organizational identity, organizational citizenship behavior, learning satisfaction and turnover intention. The outcome indicated that through P-O-Fit, Organization Socialization has a positive effect on students’ learning effect, organizational identity, organizational citizenship behavior and learning satisfaction and a negative effect on turnover intention.
Overall, this study proved that AACSB certification system is a guarantee of teaching quality, besides, it also provided an analysis for those who think that Organization Socialization and P-O-Fit are applicable and beneficial to the education systems.

目錄
第壹章	緒論			1
第一節	研究背景與研究動機		1
第二節	研究目的與研究問題		4
第三節	研究流程			5
第四節	論文架構			6
第貳章	文獻探討			7
第一節	組織社會化		7
第二節	個人─組織契合度		12
第三節	高等教育認證─AACSB		21
第參章	研究方法			27
第一節	研究架構與假說推導		27
第二節	研究變數定義		31
第三節	問卷設計與研究對象		32
第四節	資料分析方法		39
第肆章	實證結果與分析		42
第一節	樣本資料之分析		42
第二節	敘述性統計		43
第三節	信效度分析		44
第四節	直接效果分析		46
第五節	個人─組織契合度之中介效果	51
第六節	AACSB認證影響之分析		53
第伍章	結論與未來研究建議		59
第一節	研究結論			59
第二節	管理意涵			60
第三節	研究貢獻			61
第四節	研究限制			61
參考文獻				63

表目錄

表1-1 兩岸三地AACSB認證學校	2
表2-1 個人─組織契合度之文獻分類表	18
表2-2 AACSB認證的潛在利益	24
表2-3 AACSB認證的潛在成本	25
表3-1 研究變數彙總表	31
表3-2 組織社會化量表	33
表3-3 個人─組織契合度量表	34
表3-4 學習成效量表	35
表3-5 學校組織認同量表	36
表3-6 滿意度量表	37
表3-7 轉學(系)意願量表	38
表3-8 組織公民行為量表	39
表4-1 基本資料	42
表4-2 變數構面之敘述性統計	44
表4-3 信效度分析表	45
表4-4 組織社會化直接效果評鑑表	47
表4-5 組織社會化對個人─組織契合度之直接效果評鑑表	49
表4-6 個人─組織契合度之直接效果評鑑表	50
表4-7 中介效果分析表	52
表4-8 個人─組織契合度之中介效果評鑑表	52
表4-9樣本分類之敘述性統計資料	53
表4-10取得認證學校之適配度評鑑表	56
表4-11未取得認證學校(組織社會化高)之適配度評鑑表	57
表4-12未取得認證學校(組織社會化低)之適配度評鑑表	58
附錄一：問卷	74
附錄二	79
附錄三	81
附錄四	85
 
圖目錄

圖1-1 研究流程圖	5
圖2-1 TAORMINA(1997)組織社會化的四個構面	8
圖2-2 CHATMAN(1989)之個人─組織契合度架構	13
圖2-3 KRITOF(1996)之P-O FIT 模型	14
圖2-4 SWIERINGA AND WIERDSMA(1992)的循環式學習	22
圖2-5 AACSB認證影響示意圖	26
圖3-1 觀念性架構圖	28
圖4-1 組織社會化之直接效果	46
圖4-2 組織社會化對個人─組織契合度之直接效果	48
圖4-3個人─組織契合度之直接效果	50
圖4-4 個人─組織契合度之中介效果	51
圖4-5 取得認證之學校	54
圖4-6未取得認證學校(組織社會化高)	55
圖4-7未取得認證學校(組織社會化低)	56

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