學校不僅只是學術與知識的殿堂，它同時還融合著人與人、人與事、人與物之間的所有對應「連結」關係。從學校的行政主體機制與學術自主的運作機制，教師與學生間的傳道、授業、解惑，甚至人際關係的演繹，學生與學生間的互動，校園整體空間設施環境與師生間的作動，在在均顯示出大學所具有的多元與豐富的樣貌。
如何提升英語教學的品質與內容，使其更臻卓越的境地，最佳的解決方案即是建構一個友善的教學環境與滿足學生的需求。依教育部表示，105學年度大一新生來源將減少3萬人，使30所大學招不到學生，且106-121學年度生源將逐年減少5,000人。學生是國家未來的棟樑，滿足學生於學習過程中的期望及需求，為許多學校應對少子化的策略。
為因應世界潮流，配合教育部施政主軸之一的「全球視野」，精進英語教學品質，與世界脈動接軌、培育學生國際觀，讓學生們在校期間就能夠擁有國際化的宏觀視野，以強化世界觀與競爭力。為響應英語教學品質的要求與提高學生競爭力，並幫助學生更快的學習課業所需技巧與資訊，了解影響大學學生學習的因素是重要的。
台灣的教育一直以來，考試即教育的重心，所學的大部分的內容都只是為了用來應付考試，當真正面臨到問題的時候，卻無法「學以致用」。於全球化的時代，不管來自哪個國家的人，英語將是彼此間用來溝通的語言。基此，面對全球化競爭，如何讓台灣的學生學好英語，並同時建立自信與正確的學習態度，將是我們需要去克服的難題。
基此，本研究主要係探討組織社會化、個人組織契合度是否有利於學生在全英語學習環境下之學習成效，以問卷調查在台灣具規模且功能完備，並連續榮獲Cheers雜誌評定為企業最愛的私立大學第一名之商管學院全英語授課學生，採用結構方程模型進行驗證各構面間的影響結果。研究結果發現(1)組織社會化可顯著正向影響個人-組織契合度與英語學習成效；(2)個人-組織契合度可正向影響英語學習成效，惟未達統計顯著效果；(3)組織社會化與英語學習成效之間，個人-組織契合度不具有中介效果。本研究結果將可提供亞太地區和其他地區的決策者與教育工作者參考，以改善英語教學問題。
學生被認為是學校的客戶，已不再是一個新穎的概念，而學生的學習滿意度將影響其學學成效，並反映大學英語教學品質的優劣，瞭解影響大學生學習的相關因素，將有效提升大學生的學業表現，更是大學邁向教學卓越的重要關鍵。爰本論文結果可提供各大學校院作為未來永續發展及躋身卓越大學的共同願景與目標的參考。

Universities are not just halls of learning and knowledge, they are also about creating “links” between people and other people, people and things, and people and objects. The diverse and rich features of universities are reflected in the operations of the administrative and academic mechanisms of schools, the conveyance of the truth, passing on knowledge, and in clarifying doubts from teachers to student. They are even reflected in the decoding of interpersonal relations, interactions between students, and the overall spatial environment of the campus and its impact on teachers and students.
How should the English quality and content of teaching be improved to create excellence? The best solution is to build a friendly learning environment to meet the needs of students. According to the Ministry of Education, the number of students available for university enrollment in the 2016 academic year will be reduced by 30,000, meaning that 30 universities were unable to recruit students. Another, 2017-2032 every academic year will be reduced by 5,000. Students are the pillars of the country’s future. Satisfy the students' expectations and needs in the learning process is a strategy adopted by many universities to deal with declining birthrates. 
In addition, in response to global trends, and following the Ministry of Education’s main policy direction of “global vision,” striving to improve English teaching quality, enhancing learning effectiveness, connecting with the world, and developing the international perspective of students will allow them to have a broad international outlook during their studies, strengthening their global outlook and competitiveness. In order to respond to the requirements of English teaching quality and increase the competitiveness of students, and to help students more rapidly acquire the skills and information required for their classes, it is important to understand the factors that influence the learning satisfaction of university students. 
Testing has long been the focus of education in Taiwan. Most of what students learn is only for the sake of taking tests. So, when students face actual problems, they are unable to put what they have learned into practice. In the age of globalization, regardless of country of origin, English will be the language people use to communicate with each other. On this basis, faced with global competition, enabling Taiwanese students to learn English well at the same time as developing self-confidence and a positive attitude toward learning are difficult challenges to overcome.
On this basis, the present study will explore whether organizational socialization and person-organization fit are conducive to student learning outcomes in a full English learning environment. We apply a large-scale and fully-featured questionnaire in Taiwan on students at a full English course at a College of Business and Management at a private university that has won consecutive awards as the most favored by companies from Cheers Magazine, using structural equation modelling to confirm the effects of each dimension. The study found that (1) Organizational socialization can positively affect person-organization fit and English learning outcomes. (2)While person-organization fit can positively impact the outcomes of English learning, this finding is not statistically significant. (3)Person-organization fit has no mediating effect on the relationship between organizational socialization and English learning outcomes. The results of this study will provide reference for policy makers and educators in the Asia Pacific region and elsewhere to improve the teaching of English.
Viewing students as the customers of the university is no longer a novel concept. The satisfaction of students’ learning will affect their academic effectiveness and reflect the quality of university teaching. Understanding the factors that influence the academic performance of university students can help improve students’ academic performance, and is crucial to enabling universities to develop outstanding teaching. This paper hopes to provide a reference for universities in supporting future sustainable development and a shared vision for excellence.

目錄
頁次
目錄……………………………………………………………………………..….Ⅰ
表目錄………………………………………………………………………………Ⅲ
圖目錄 ………………………………………………………………………………IV
第一章 緒論…………………………………………………………………………..1
1.1 研究背景……………………………………………………….…..1
1.2 研究動機……………………………………………………….…..5
1.3 研究目的……………………………………………………………….…..6
    1.4 論文架構……………………………………………………………….…..8
第二章 文獻探討……………………………………………………………….…..10
2.1 組織社會化……………………………………………………….…..10
2.2 個人-組織契合度……………………………………………………..14
2.3 學習成效………………………………………………………….…18
2.4 研究假說推論……………………………………………………….…..22
第三章 研究方法……………………………………………………………….…..25
3.1 研究架構……………………………………………………….…..25
3.2 研究設計……………………………………………………………….…..26
3.3 變數定義與衡量……………………………………………………….…..26
3.4 研究對象……………………………………………………………….…..31
3.5 研究量表………………………………………………………….……33
第四章 實證研究結果與分析…………………………………………………….37
4.1 敘述性統計……………………………………………………………….37
4.2 測量模型………………………………………………………………37
4.3 路徑分析………………………………………………………………40
4.4 假說分析………………………………………………………………42
第五章 研究結論、限制、建議與管理意涵……………………………………….45
5.1 研究結論………………………………………………………………….45
5.2 研究限制………………………………………………………………….47
5.3 研究建議………………………………………………………………….47
5.4 管理意涵………………………………………………………………….49
參考文獻……………………………………………………………………….52
附錄1 因素分析前之研究問卷……………………………………………………..71
附錄2 因素分析後之研究問卷……………………………………………………..74
附錄3 各配適指標衡量標準表……………………………………………………..76


表目錄
頁次
表3-1 組織社會化量表…………………………….………………………….27
表3-2 個人-組織契合度量表………………………….………………………….28
表3-3 學習成效量表…………………………………………………………….29
表3-4 母體與樣本規模資料表……………………………………………………32
表3-5 各量表信、效度分析………………………………………………………….35
表3-6 整體量表信、效度分析……………………………………………………….36
表4-1組織社會化等各變數敘述性統計………………………………………….37
表4-2 各量表配適指標測量模型結果…………………………………………….38
表4-3 整體量表配適指標測量模型結果………………………………………….39
表4-4 各構面與問項之t value…………………………………………………….41
表4-5 各假說之驗證結果……………………………………………………….42


圖目錄
頁次
圖1-1 研究步驟與流程………………………………….………………………….9
圖2-1 Taormina (1997)組織社會化的四個構面……………………………………13
圖2-2 Chatman(1989)個人-組織契合度架構………………………………………16
圖3-1 研究架構圖………………………………….………………………….26
圖4-1 結構方程模式-路徑分析結果………………………………………….40
圖4-2 各假說之驗證結果最佳路徑圖………………………………………….42

參考文獻
壹、中文部分
1.	丁文祺( 2001 )。外籍教師之英語教學現況調查研究─以高雄市國民中學英語教學為例。高雄市：國立高雄師範大學教育學系碩士論文(未出版)。
2.	內政部(2017)，現住人口出生、死亡、結婚、離婚登記
http://sowf.moi.gov.tw/stat/month/list.htm
3.	王保進(2010)。校務評鑑對學生學習成效機制自我評鑑之作業方向。評鑑雙月刊，第27期，頁7-10。
4.	史美瑤(2013)。21世紀的教學：以學生學習為中心的教師發展。評鑑雙月刊，第28期，頁19-22。
5.	池俊吉(2011)。大學校院推動學習成效為本教育應有的認知與作為。評鑑雙月刊，第33期，頁28-32。
6.	池俊吉(2012)。美國高等教育認可組織之認可制度：發展與挑戰。評鑑雙月刊，第35期，頁36-42。
7.	行政院研究考核委員會(2009）。提升國人英語力建設計畫(草案）。
8.	吳明隆(2010)。SPSS操作與應用(第二版)：問卷分析實務，五南圖書出版股份有限公司。台北。
9.	吳知賢(1990)。學習動機的研究-成就動機、致握信念、習得無助、歸因理論的文獻探討。台南師院初等教育學報，第3期，頁277-326。
10.	呂明娥、劉俊學(2006)。高等教育服務過程中大學生的角色分析。高教發展與評估，第22卷第3期，20-22頁。
11.	巫銘昌（1999）。技術學院學生就學滿意度狀況之調查研究。技術學刊，第14卷，第1期，頁1-11。
12.	李永吟 (1993)。學習輔導-學習心理學的應用。台北：心理出版社。
13.	李隆盛(2008)。向企業學習：克伯屈的四層次評鑑。評鑑，第13期，頁45-48。
14.	邱于真、蔣丙煌(2010)。如何推動學生學習成效評量：以臺灣大學爲例。評鑑雙月刊，第28期，頁19-22。
15.	邱思瀛(2009)。大學多元入學方案之探究。銘傳教育電子期刊，創刊號，頁83-93。
16.	邱皓政(2010)。量化研究與統計分析：SPSS中文視窗版資料分析範例解析。五南圖書出版股份有限公司，台北。
17.	邱瓊萱(2002)。員工-組織價值觀契合與員工態度間關係。國立台灣大學醫療機構管理研究所博士論文，未出版，台北市。
18.	邵瑞珍、皮連生(1995)。教育心理學。台北市：五南圖書出版有限公司。
19.	胡政源(2006）。品牌管理：品牌價值的創造與經營。台北：新文京開發出版股有限公司。
20.	徐聯恩、林明吟(2005)。成果導向教育(OBE)的教育改革及其在美國實踐的經驗。教育政策論壇，第8卷，第2期，頁55-74。
21.	高強華(1995)。樂在教學-提升教學的品質。台北：南宏。
22.	張春興(2008）。教育心理學：三 化取向的理論與實踐。臺北市：東華。
23.	張春興、林清山(1989)。現代心理學。台北市：東華書局。
24.	張家宜(2014)。TQM在淡江-感動服務。新北市：淡江出版社。
25.	張蕊苓(1997)。影響教室學習動機相關因素探討。國際人文年刊， 第7期，頁143-165。
26.	教育部（2011a）。中華民國教育報告書－黃金十年、百年樹人。臺北市：教育部。
27.	教育部(2017)，93-106學年大專校院新生註冊率https://ws.moe.edu.tw/001/Upload/15/relfile/7851/56122/81c1fab9-d2ae-4758-bb92-d4dce14278eb.pdf
28.	教育部(2017)，大專校院大學1年級學生人數預測分析報告http://stats.moe.gov.tw/files/analysis/106higherstudent.pdf
29.	教育部(2017)，大專校院學生及畢業人數預測分析報告http://stats.moe.gov.tw/files/analysis/106higherstgt.pdf
30.	莊璦嘉、林惠彥(2005)。個人與環境適配度對工作態度與行為之影響。台灣管理學刊，第5卷，第1期，頁123-148。
31.	陳沁怡(2002）。訓練與發展。台北：雙葉。
32.	陳易芬、陳慧如 (2011)。教學思考風格量表編製與師生配對教學成效之探討。測驗統計年刊，第19輯，頁29-50。
33.	陳婉瑜(2011)。探究業師協同教學對技職院校學生實務學習成效之影響-契合度和性別差異性之觀點。行政院國家科學委員會專題研究計畫期末報告，台北市。
34.	陳維昭（2002）。大學治理之新發展：內外在治理機制之探討。 論文發表於臺灣大學共同教育委員會主辦之 「第三屆大學理念資源分配與社會實踐學術研討會」，台北市。
35.	單文經(1998)。班級經營策略研究。台北：師大書苑。
36.	彭森明(2005)。美國大學校院及大學教育之定位及其發展背景。台北市：台灣大學。
37.	彭寶貴(2009)。合作學習法及多元入學管道對大學初級會計學之學習成效的影響。真理財經學報，第 21期，頁1-24。
38.	楊毓菁(2007）。學校品牌對學生行為意圖之影響－以桃園縣私立高中為例。未出版碩士論文，國立東華大學企業管理學系，花蓮。
39.	楊瑩(2011)。以學生學習成效為評量重點的歐盟高等教育品質保證政策。評鑑雙月刊，第30期，頁27-34。
40.	楊豐華、楊明燁、楊豐松(2011)。跨國企業員工組織社會化、內部行銷與服務品質關係之研究。商學學報，第19期，頁69-88。
41.	溫金豐(2001)。新進管理碩士的組織調適：組織社會化實務、工作經驗及成長需求強度的效應，人力資源管理學報，第1卷，第2期，頁39-56。
42.	葉錫南(2013)。英文科差異化教學之理念與實施。教育研究月刊，第233期，頁37-48。
43.	鄭伯壎(2003)。台灣的組織行爲研究：過去、現在、及未來。應用心理研究，第19期，頁35-87。
44.	戴幼農(2004)。訓練評核的原則與方法。就業與訓練，第12卷，第4期，頁16-22。
45.	謝高橋（1997）。社會學。台北：巨流圖書公司。
46.	簡紅珠(1992)。教學研究的主要派典及其啟示之探析。復文圖書，台南。
貳、英文部分
47.	Allport, G. W. (1931). What is a trait of personality?. The Journal of Abnormal and Social Psychology, 25(4), 368-372.
48.	Allport, G. W. (1937). Personality: A psychological interpretation. New York, Holt, Rinehart & Winson.
49.	Anitha, J., & Reema, P. M. (2014). Interaction of Competencies and Commitment of Higher Education Teachers. TSM Business Review, 2(2), 13-27.
50.	Arnold, J., & Silvester, J. (2005). Work psychology: Understanding human behaviour in the workplace. Pearson Education.
51.	Ashforth, B. K., & Saks, A. M. (1996). Socialization tactics: Longitudinal effects on newcomer adjustment. Academy of management Journal, 39(1), 149-178.
52.	Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
53.	Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63-105.
54.	Bauer, T. N. (2004).Organizational socialization. Encyclopedia of Applied Psychology,2,743-745.
55.	Bauer, T. N., & Green, S. G. (1994). Effect of newcomer involvement in work-related activities: a longitudinal study of socialization. Journal of Applied Psychology, 79(2), 211-223.
56.	Beerli Palacio, A., Díaz Meneses, G., & Pérez Pérez, P. J. (2002). The configuration of the university image and its relationship with the satisfaction of students. Journal of Educational administration, 40(5), 486-505.
57.	Beno, B. A. (2004). The Role of Student Learning Outcomes in Accreditation Quality. Developing and Implementing Assessment of Student Learning Outcomes: New Directions for Community Colleges, 126, 65-72.
58.	Block, J. (1978). The Q-sort method in personality and psychiatric research. Palo Alto, Calif: Consulting Psychologists.
59.	Bowers, K. S. (1973). Situationism in psychology: An analysis and a critique. Psychological review, 80(5), 307-336.
60.	Cable, D. M., & DeRue, D. S. (2002). The convergent and discriminant validity of subjective fit perceptions. Journal of applied psychology, 87(5), 875-884.
61.	Cable, D. M., & Judge, T. A. (1996). Person–organization fit, job choice decisions, and organizational entry. Organizational behavior and human decision processes, 67(3), 294-311.
62.	Cable, D. M., & Judge, T. A. (1997).Interviewers' perceptions of person–organization fit and organizational selection decisions. Journal of Applied psychology, 82(4), 546-561.
63.	Caplan, R. D. (1987). Person-environment fit theory and organizations: Commensurate dimensions, time perspectives, and mechanisms. Journal of Vocational behavior, 31(3), 248-267.
64.	Cartwright, R., Weiner, K., & Streamer-Veneruso, S.(2010). Student Learning Outcomes Assessment Handbook.
65.	Chao, G. T., O'Leary-Kelly, A. M., Wolf, S., Klein, H. J., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Journal of Applied psychology, 79(5), 730-743
66.	Chatman, E. A. (1991). Life in a small world: Applicability of gratification theory to information‐seeking behavior. Journal of the American Society for Information Science, 42(6), 438-449.
67.	Chatman, J. A. (1989). Improving interactional organizational research: A model of person-organization fit. Academy of management Review, 14(3), 333-349.
68.	Cheng, E. W., & Li, H. (2001). Analytic hierarchy process: an approach to determine measures for business performance. Measuring business excellence, 5(3), 30-37.
69.	Chou, T. C. (2006). Theoretical basis, experimental design, and computerized simulation of synergism and antagonism in drug combination studies. Pharmacological reviews, 58(3), 621-681.
70.	Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological bulletin, 98(2), 310-357.
71.	Cooper‐Thomas, H., & Anderson, N. (2002). Newcomer adjustment: The relationship between organizational socialization tactics, information acquisition and attitudes. Journal of Occupational and Organizational Psychology, 75(4), 423-437.
72.	Cowie, M. (2000). Schools That Learn: A Fifth Discipline fieldbook for educators, parents, and everyone who cares about education, Peter M. Senge, Nelda H. Cambron-McCabe, Timothy Lucas, Art Kleiner, Janis Dutton & Bryan Smith, And Principles of School Leadership, Mark Brundrett (Ed.). EDUCATION IN THE NORTH, 82-84.
73.	Crant, J. M. (2000). Proactive behavior in organizations. Journal of management, 26(3), 435-462.
74.	Crystal. D. (2003).English as a global language. Cambridge: Cambridge University Press.
75.	De Mooij, M. (2014). Human and mediated communication around the world. Cham, Heidelberg, New York, Dordrecht & London: Springer.
76.	Dineen, B. R., Ash, S. R., & Noe, R. A. (2002). A Web of applicant attraction: person-organization fit in the context of Web-based recruitment. Journal of Applied Psychology, 87(4), 723-734.
77.	Douglas, J., McClelland, R., & Davies, J. (2008). The development of a conceptual model of student satisfaction with their experience in higher education. Quality Assurance in Education, 16(1), 19-35.
78.	Dunseath, J., Beehr, T. A., & King, D. W. (1995). Job Stress-Social Support Buffering Effects Across Gender, Education and Occupational Groups in a Municipal Workforce Implications for EAP's and Further Research. Review of Public Personnel Administration, 15(1), 60-83.
79.	Dutton, J. E., & Dukerich, J. M. (1991). Keeping an eye on the mirror: Image and identity in organizational adaptation. Academy of management journal, 34(3), 517-554.
80.	Edwards, J. R. (1991). Person-job fit: A conceptual integration, literature review, and methodological critique. John Wiley & Sons.
81.	Edwards, J. R. (1994). Regression analysis as an alternative to difference scores. Journal of Management, 20(3), 683-689.
82.	Elliott, K. M., & Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197-209.
83.	Erdogan, B., & Bauer, T. N. (2005). Enhancing career benefits of employee proactive personality: The role of fit with jobs and organizations. Personnel Psychology, 58(4), 859-891.
84.	Ewell, P. T. (2001). Accreditation and Student Learning Outcomes: A Proposed Point of Departure. CHEA Occasional Paper.
85.	Fang, R. (2008). Organizational socialization process: A social capital perspective.In Academy of Management Proceedings (Vol. 2008, No. 1, pp. 1-5). Academy of Management.
86.	Feldman, D. C., & Brett, J. M. (1983). Coping with new jobs: A comparative study of new hires and job changers. Academy of Management journal, 26(2), 258-272.
87.	Fisher, C. D. (1986). Organizational socialization: an integrative review.In K. M. Rowland & G. R. Ferris (Eds.), Research in personnel and human resources management ,4,101-145. Greenwich, CT: JAI Press.
88.	Forest, J. J., & Altbach, P. G. (Eds.). (2006). International handbook of higher education (Vol. 1). Dordrecht: Springer.
89.	Fujita-Stank, P.J. & Thompson, J.A.(1994). The effects of motivation and classroom environment on the satisfaction of noncredit continuing education student. (ERIC Document Reproduction Service No. ED :3730646)
90.	Furnham, A. (2001). Vocational preference and P–O fit: Reflections on Holland’s theory of vocational choice. Applied Psychology, 50(1), 5-29.
91.	Gagné, R. M. (1985). The conditions of learning and theory of instruction (p. 304). New York: Holt, Rinehart and Winston.
92.	Greene, M.(1995). Releasing theimagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass Publishers.
93.	Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis, 5th. NY: Prentice Hall International.
94.	Harris, S. G., & Mossholder, K. W. (1996). The affective implications of perceived congruence with culture dimensions during organizational transformation. Journal of management, 22(4), 527-547.
95.	Harris, S. G., & Mossholder, K. W. (1996). The affective implications of perceived congruence with culture dimensions during organizational transformation. Journal of management, 22(4), 527-547.
96.	Hart, Z. P., Miller, V. D., & Johnson, J. R. (2003). Socialization, resocialization, and communication relationships in the context of an organizational change. Communication Studies, 54(4), 483-495.
97.	Holland, J. L. (1959). A theory of vocational choice. Journal of counseling psychology, 6(1), 35-45.
98.	Holton, E. F. (1996). The flawed four‐level evaluation model. Human resource development quarterly, 7(1), 5-21.
99.	Huang,C.J.,Shine,M.J., and Chang, Y. S.(2010). How does corporate governance affect firm performance? The mediating role of agency costs, Chiao Da Management Review, 30(2), 107-146.
100.	Jabbarifar, T. (2011). The importance of self-efficacy and foreign language learning in the 21st century. Journal of International Education Research, 7(4), 117-126.
101.	Jones, G. R. (1986). Socialization tactics, self-efficacy, and newcomers' adjustments to organizations. Academy of Management journal, 29(2), 262-279.
102.	Judge, T. A., & Bretz Jr, R. D. (1994). Political influence behavior and career success. Journal of management, 20(1), 43-65.
103.	Judge, T. A., & Cable, D. M. (1997). Applicant personality, organizational culture, and organization attraction. Personnel psychology, 50(2), 359-394.
104.	Kale, M. (2013). Perceptions of college of education students in Turkey towards organizational justice, trust in administrators, and instructors. Higher Education, 66(5), 521-533.
105.	Kalliath, T. J., Bluedorn, A. C., & Strube, M. J. (1999). A test of value congruence effects. Journal of Organizational Behavior, 20(7), 1175-1198.
106.	Kanji, G. K., Malek, A., & Tambi, B. A. (1999). Total quality management in UK higher education institutions. Total Quality Management, 10(1), 129-153.
107.	Kim, T. Y., Cable, D. M., & Kim, S. P. (2005). Socialization tactics, employee proactivity, and person-organization fit. Journal of Applied Psychology, 90(2), 232-241.
108.	King, J. A., & Evans, K. M. (1991). Can we achieve outcome-based education? Educational Leadership, 49, 73-75.
109.	King, R. C., & Sethi, V. (1998). The impact of socialization on the role adjustment of information systems professionals. Journal of management information systems, 14(4), 195-217.
110.	Kirkpatrick, A. (2006). Which Model of English: Native-speaker, Nativizecl or. English in the world: Global rules, global roles, 71-83.
111.	Kirkpatrick, D. L. (1994). Evaluating Training Programs. The Four Levels. Berrett-Koehler Organizational Performance Series.
112.	Koberg, C. S., Boss, R. W., & Goodman, E. (1998). Factors and outcomes associated with mentoring among health-care professionals. Journal of Vocational Behavior, 53(1), 58-72.
113.	Kolenko, T. A., & Aldag, R. J. (1989). Congruence perceptions and managerial career/work outcomes: An exploratory analysis. In meeting of the National Academy of Management.
114.	Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurements, 30(3), 607-610.
115.	Kristof, A. L. (1996). Person‐organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel psychology, 49(1), 1-49.
116.	Lauver, K. J., & Kristof-Brown, A. (2001). Distinguishing between employees' perceptions of person–job and person–organization fit. Journal of vocational behavior, 59(3), 454-470.
117.	Lewin, K. (1951). Field theory in social science: selected theoretical papers (No. H61 L48).
118.	Lin, K. J., Chen, H. M., Chen, H. M., & Chang, Y. S. (2017). The Effect of TQM Strategy on Learning Satisfaction and Loyalty of Students-The Mediation Effect of Teaching Quality. World Transactions on Engineering and Technology Education, 15(1), 49-56.
119.	Lin, K. J., Chen, H. M., Chen, H. M., & Chang, Y. S. (2018). The impact of school brand, organizational socialization and P-O Fit on student learning. International Journal of Research in Business Studies and Management, 5(1), 1-10.
120.	Lory, M. (2015). Improvement of the Communication between Teachers and Students in the Coaching Programme and in a Process of Action Research. Economics and Business Review, 1(4), 126-153.
121.	Mazzarol, T. (1998). Critical success factors for international education marketing. International Journal of Educational Management, 12(4), 163-175.
122.	McVetta, R. (1981). Factors Contributing to Student Affect, Satisfaction, and Behavioral Intention: Research Extension at the Community College.
123.	Meglino, B. M., & Ravlin, E. C. (1998). Individual values in organizations: Concepts, controversies, and research. Journal of management, 24(3), 351-389.
124.	Melnic, A. S. (2013). The School Educational Projects-A Way to Increase the Efficiency of the Training Educational Process. Economy Transdisciplinarity Cognition, 16(2), 29-36.
125.	Menix, K. D. (1996). Domains off Learning: Interdependent Components of Achievable Learning Outcomes. The Journal of Continuing Education in Nursing, 27(5), 200-208.
126.	Mercer, S. (2011). Dispelling the myth of the natural-born linguist. ELT journal, 66(1), 22-29.
127.	Mercer, S. (2011a). Towards an understanding of language learner self-concept. Doodrecht, Netherlands:  Springer.
128.	Mercer, S. (2011b). The beliefs of two expert EFL learners. Language Learning Journal, 39(1), 57-74.
129.	Mercer, S. (2011c). The self as a complex dynamic system. Studies in Second Language Learning and Teaching, (I-1), 57-82.
130.	Mercer, S. (2011d). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346.
131.	Mercer, S. (2011e). Understanding learner agency as a complex dynamic system. System, 39(4), 427-436.
132.	Mercer, S., & Ryan, S. (2009). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT journal, 64(4),436-444.
133.	Mischel, W (1968). Personality and Assessment. New York: Wiley.
134.	Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Journal of applied psychology, 78(2), 173-183.
135.	Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of management review, 23(2), 242-266.
136.	Netemeyer, R. G., Boles, J. S., McKee, D. O., & McMurrian, R. (1997). An investigation into the antecedents of organizational citizenship behaviors in a personal selling context. The Journal of Marketing, 61(3), 85-98.
137.	Ng, I. C., & Forbes, J. (2009). Education as service: The understanding of university experience through the service logic. Journal of Marketing for Higher Education, 19(1), 38-64.
138.	Nikooravesh, A., Parpoochi, A., & Davoudi, A. H. M. (2016). The impact of team-based learning on knowledge development. International Journal of Organizational Leadership, 5(2), 110-122.
139.	O'Reilly, C. A., Chatman, J., & Caldwell, D. F. (1991). People and organizational culture: A profile comparison approach to assessing person-organization fit. Academy of management journal, 34(3), 487-516.
140.	Osborne, D., Huo, Y. J., & Smith, H. J. (2015). Organizational respect dampens the impact of group‐based relative deprivation on willingness to protest pay cuts. British Journal of Social Psychology, 54(1), 159-175.
141.	Ostroff, C., & Kozlowski, S. W. (1992). Organizational socialization as a learning process: The role of information acquisition. Personnel psychology, 45(4), 849-874.
142.	Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1994). Alternative scales for measuring service quality: a comparative assessment based on psychometric and diagnostic criteria. Journal of retailing, 70(3), 201-230.
143.	Pfeffer, J., & Salancik, G. R. (1977). Organization design: The case for a coalitional model of organizations. Organizational Dynamics, 6(2), 15-29.
144.	Pfeffer, J., & Salancik, G. R. (1978). The external control of organizations: A resource dependence approach. NY: Harper and Row Publishers.
145.	Phillips, J. J. (1992). Handbook of Training Evaluation and Measurement Methods: Instructor's Manual. Gulf Publishing Company.
146.	Phillips, J. J., Phillips, P. P., & Hodges, T. K. (2004). Making Training Evaluation Work: Show Value and Communicate Results, Select the Right Model and Find Resources, Get Management Buy-in and Overcome Resistance. American Society for Training and Development.
147.	Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
148.	Ragins, B. R. (1997). Diversified mentoring relationships in organizations: A power perspective. Academy of Management Review, 22(2), 482-521.
149.	Ragins, B. R., & Cotton, J. L. (1991). Easier said than done: Gender differences in perceived barriers to gaining a mentor. Academy of Management Journal, 34(4), 939-951.
150.	Ragins, B. R., Townsend, B., & Mattis, M. (1998). Gender gap in the executive suite: CEOs and female executives report on breaking the glass ceiling. The Academy of Management Executive, 12(1), 28-42.
151.	Reichers, A. E. (1987). An interactionist perspective on newcomer socialization rates. Academy of management review, 12(2), 278-287.
152.	Reichers, A. E., Wanous, J. P., & Steele, K. (1994). Design and implementation issues in socializing (and resocia. People and Strategy, 17(1), 17-25.
153.	Reichheld, F. P., & Sasser, W. E. (1990). Zero defeciions: Quoliiy comes to services. Harvard business review, 68(5), 105-111.
154.	Robbins, S. P.(1992).Organizational Behavior,Englewood Cliffs, NJ:Prentice Hall.
155.	Saks, A. M., & Ashforth, B. E. (1997). A longitudinal investigation of the relationships between job information sources, applicant perceptions of fit, and work outcomes. Personnel Psychology, 50(2), 395-426.
156.	Saks, A. M., Uggerslev, K. L., & Fassina, N. E. (2007). Socialization tactics and newcomer adjustment: A meta-analytic review and test of a model. Journal of Vocational Behavior, 70(3), 413-446.
157.	Schneider, B. (1987). The people make the place. Personnel psychology, 40(3), 437-453.
158.	Schular, R.(1996).Managing Human Resources, New York: Westing Publish.
159.	Scroggins, W. A. (2007). An examination of the additive versus convergent effects of employee perceptions of fit. Journal of Applied Social Psychology, 37(7), 1649-1665.
160.	Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who CaresAbout Education. Crown Business.
161.	Skinner, B. F., Skinner, B. F., Psychologue, E. U., Skinner, B. F., & Skinner, B. F. (1972). Beyond freedom and dignity (No. 04; BF319. 5. O6, S5.). New York: Bantam Books.
162.	Stupans, I., McGuren, T., & Babey, A. M. (2016). Student Evaluation of Teaching: A Study Exploring Student Rating Instrument Free-form Text Comments. Innovative Higher Education, 41(1), 33-42.
163.	Su, Y. C. (2014). The international status of English for intercultural understanding in Taiwan's high school EFL textbooks. Asia Pacific Journal of Education, 36(3),390-408.
164.	Taormina, R. J. (1994). The organizational socialization inventory. International journal of selection and assessment, 2(3), 133-145.
165.	Taormina, R. J. (1997). Organizational socialization: A multidomain, continuous process model. International Journal of Selection and Assessment, 5(1), 29-47.
166.	Taormina, R. J. (1998). Employee attitudes toward organizational socialization in the People's Republic of China, Hong Kong, and Singapore. The Journal of Applied Behavioral Science, 34(4), 468-485.
167.	Taormina, R. J. (2009). Organizational socialization: the missing link between employee needs and organizational culture. Journal of Managerial Psychology, 24(7), 650-676.
168.	Taris, R., & Feij, J. (2001). Longitudinal examination of the relationship between supplies–values fit and work outcomes. Applied Psychology, 50(1), 52-80.
169.	Tepeci, M., & Bartlett, A. B. (2002). The hospitality industry culture profile: a measure of individual values, organizational culture, and person–organization fit as predictors of job satisfaction and behavioral intentions. International Journal of Hospitality Management, 21(2), 151-170.
170.	TEQSA(The Tertiary Education Quality and Standards Agency).(2014). (http://www.teqsa.gov.au/)
171.	Thomas, D. R. (1978). Strategy is different in service businesses. Harvard Business Review, 56(4), 158-165.
172.	Tomlinson, C. A. (2002). Different learners different lessons.Instructor, 112(2), 21-25.
173.	Trowbridge, L. W., & Bybee, R. W. (1990). Becoming a secondary school science teacher. New York: Macmillan Publishing Company.
174.	Tseng, M. C. (2016). Arts Students' Self-Efficacy and Mindset Between Their Professions and English Learning: Can't I be as Good in the Arts as in English?. Jiaoyu Yu Xinli Yanjiu, 39(3), 39-66.
175.	Tsui, A. S., & O'reilly, C. A. (1989). Beyond simple demographic effects: The importance of relational demography in superior-subordinate dyads. Academy of management journal, 32(2), 402-423.
176.	Tsui, A. S., Egan, T. D., & O'Reilly III, C. A. (1992). Being different: Relational demography and organizational attachment. Administrative science quarterly, 37(4),549-579.
177.	Turban, D. B., & Keon, T. L. (1993). Organizational attractiveness: An interactionist perspective. Journal of Applied Psychology, 78(2), 184-193.
178.	UĞURLU,C.T.,Arslan, C. T. U. C. (2015). An Examination of Teachers’ Organizational Identity and Their Level of Trust on School by Means of Some Variables. Elementary Education Online, 14(1), 72-85.
179.	Valentine, S., Godkin, L., & Lucero, M. (2002). Ethical context, organizational commitment, and person-organization fit. Journal of Business Ethics, 41(4), 349-360.
180.	Van Dyne, L., Graham, J. G., & Dienesch, R. M.(1994). Organizational citizenship behavior: Construct redefinition, operationalization, and validation. Academy of Management Journal, 37, 765–802.
181.	Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organizational socialization. In Research in Organizational Behavior,1, 209-264.
182.	Vancouver, J. B., & Schmitt, N. W. (1991). An exploratory examination of person‐organization fit: Organizational goal congruence. Personnel psychology, 44(2), 333-352.
183.	Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.
184.	Walberg, H. J. (1984). Improving the productivity of America's schools. Educational leadership, 41(8), 19-27.
185.	Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30-43.
186.	Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of educational research, 63(3), 249-294.
187.	Wanous, J. P.(1980).Organization entry: recruitment, selection, and socialization of newcomers. MA:Addison-Wesley.
188.	Warr, P., Allan, C., & Birdi, K. (1999). Predicting three levels of training outcome. Journal of Occupational and Organizational Psychology, 72(3), 351-375.
189.	Weiss, H. M., & Adler, S. (1984). Personality and organizational behavior. Research in organizational behavior, 6, 1-50.
190.	Wexley, K. N., Latham, G. P., Kettering, M., Rivaldo, O. F., Christensen, J., & FAO, R. I. (1991). Developing and training human resources in organizations (No. C10 25). Department of Agriculture, Washington, DC (EUA). Office of International Cooperation and Development. AID, Washington, DC (EUA). Bureau for Science and Technology.
191.	Winchester,H.(2012).Learning outcomes,qualification frameworks and accountability [Asia-Pacific Quality Network 4th online forum:Learning outcomes and accountability – the role of EQA and IQA, the first session]. Retrieved May 10,2012,from (http://www.apqn.org/files/forum/paper_254.docx)
192.	Zhang, L. F. (2004). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3), 233-252.
193.	Zunino, B., & Hill, G. C. (2003). Changing the Image of an Inner-City School. Education, 123(3), 428-432.