本研究以某科技大學管理科系為研究個案，透過本研究所推導出的就業力指標以及社會學習理論為基礎探討個案推動師徒制之情形，同時透過質性訪談，以「目前已實施師徒制之企業高階主管」與「個案的師生」為訪談對象，從中檢視個案推動師徒制後對學生就業力之影響，並探討技職院校與企業推動師徒制的差異，以及如何藉由師徒制形成老師與同儕間組織承諾、知識分享的交互作用，以達到知識轉移，進而提升學生之就業力。研究結果顯示，學校推動師徒制確實有助於學生的就業力提升。不過在推動的過程中，除了應注重知識的分享與移轉外，更重要的是對於學生良好團隊合作、人際互動、學習態度以及自主學習能力之養成。

This study took the commercial science department of a vocational university as a case study and explored the promotion of mentorship from the social learning theory perspective using the employability index proposed in this study. This study explored the differences between the two types of organization through in-depth interviews with the senior executives of enterprises and teachers and students in the case. Base the research result, this study explored how the mentoring system can be employed to promote the interaction of organizational commitment let knowledge sharing and then generate knowledge transfer between teachers and students and thus improve the employability of students. The research results revealed that the promotion of the mentoring system in the university helped students improve their employability. However, during the process of system implementation, the development of students’ teamwork, interpersonal interaction skills, learning attitude, and self-learning capacity is more crucial than knowledge sharing and transfer.