本研究以一所研究型大學為例，探討博士生學習經驗與就業規劃之現況、差異以及博士生學習經驗對就業規劃的預測因素。研究使用之調查工具為「亞洲旗艦大學博士生比較研究（Comparative Study of Doctoral Students in Asian Flagship Universities）」臺灣研究團隊翻譯之問卷，有效樣本426份，以描述統計、卡方檢定、獨立樣本t檢定、單因子變異數分析、羅吉斯迴歸進行分析與探討，獲致結論：
一、博士生整體學習經驗現況極佳，攻讀博士學位期間在文化氛圍、指導關係、能力訓練、課程規劃、支持系統層面均感受中高程度正向學習品質，而同儕互動及壓力情形之感受為中低程度。
二、博士生就業規劃現況以非學術工作意向多於學術工作意向。
三、指導教授的指導頻率影響博士生整體學習經驗，頻繁的指導對於博士生在指導關係、課程規劃、支持系統、文化氛圍、能力訓練的感受均有正面幫助。
四、不同專業學科領域在博士生就業規劃意向上具有顯著差異，STEM領域博士生就業規劃意向傾向非學術工作，非STEM領域博士生就業規劃意向傾向學術工作。
五、就業規劃意向為學術工作之博士生在學習經驗中的指導關係感受高於就業規劃意向為非學術工作之博士生。
六、STEM與非STEM之專業領域以及學習經驗中的指導關係，對於博士生從事學術工作之就業規劃具有顯著預測力。
根據以上研究結論，提出建議，供高等教育機構及教育工作者未來研究參考。

This study takes a research university as an example to explore the current situation and differences of doctoral students’ learning experiences and career planning, as well as the predictive factors of doctoral students’ learning experiences in career planning. The survey tool of this study is the questionnaire translated by a Taiwanese research team, namely “Comparative Study of Doctoral Students in Asian Flagship Universities”. A total of 426 valid samples were analyzed and discussed by descriptive statistics, chi-squared test, independent sample t-test, one-way analysis of variance (one-way ANOVA), and logistic regression. Conclusions are summarized as follows:
1.The overall learning experiences of doctoral students is very good. Doctoral students experience a medium-to-high level of positive learning quality in terms of cultural atmosphere, advisor-student relationship, ability training, curriculum planning, and support system during their doctoral studies, whereas the peer interaction and stress level are at a moderate and low degree.
2.Currently, in terms of career planning, the majority of doctoral students have a higher interest in non-academic career than in academic career.
3.The frequency of the advisor’s guidance affects the overall learning experiences of doctoral students. Frequent guidance provides positive assistance to doctoral students in terms of advisor-student relationship, curriculum planning, support system, cultural atmosphere, and ability training.
4.There are significant differences in career planning among doctoral students from different discipline areas: STEM doctoral students prefer non-academic career, while non-STEM doctoral students prefer academic career.
5.Doctoral students planning to pursue academic career have greater advisor-student relationship experience than doctoral students planning to pursue non-academic career.
6.STEM and non-STEM discipline areas, as well as the advisor-student relationship in the learning experiences, show significant predictability for the career planning of doctoral students planning to pursue academic career.
Based on the above research conclusions, suggestions are made for future research reference for higher education institutions and educators.

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