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研究生:李志峻
研究生(外文):LI, CHIN-CHUN
論文名稱:臺灣地區大專院校創業教育學程內容之研究
論文名稱(外文):A Study on the Course of Entrepreneurship Education in Colleges and Universities in Taiwan
指導教授:林建江林建江引用關係
指導教授(外文):LIN, CHIEN-CHIANG
口試委員:王美雅張瑜倩
口試日期:2019-07-26
學位類別:碩士
校院名稱:世新大學
系所名稱:企業管理研究所(含碩專班)
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:66
中文關鍵詞:創業教育
外文關鍵詞:Entrepreneurship Education
相關次數:
  • 被引用被引用:2
  • 點閱點閱:268
  • 評分評分:
  • 下載下載:1
  • 收藏至我的研究室書目清單書目收藏:1
1985年彼得杜拉克(Peter F. Drucker)曾提出當時的「管理型經濟」,在未來將會轉換成「創業型經濟」。1989年「創業教育」被聯合國教科文組織列為「第三本教育護照」後,創業教育對於提升畢業生就業的重要性,不斷的被專家、學者提及,並要求希望重視創業教育的內容。爾後全球各地的高等教育學院、大學也逐漸出現各式不同類型的創新、創意教學內容,希望可以提昇創新、創意思維的能力,從生活中的大、小事中啟發更多的想像,並發展出截然不同的解決方案或是更為優異的產品,最後將其成立為一個可以獨立營運的事業。
然而此風氣下,關於「創業教育」的研究也是逐漸的被重視,研究產出也有豐厚的成長。創業教育的樣貌、核心及內容在大家的努力之下更為明朗,目前也有相關的創業教育核心基礎,但對於臺灣地區的創業教育,雖然臺灣地區的創業教育學程也有10餘年的經歷,仍屬萌芽階段。溫肇東(2005)指出臺灣地區目前的創業課程還存在些許盲點,學校仍以教師本位及學科本位進行施教,整合個別化及能力本位教育理念,以培養創業能力及創業精神的教材,則尚未發展。尚未有所謂的「核心課程」清單,便利學程設立委員會在設立時參考利用。
此外,由於臺灣地區關於創業教育的研究多半與創業教育是否影響創業成功進行比對,鮮少探討課程內容是否符合創業教育核心的研究論文,因此本研究使用次級資料收集法,再將收集到的全台灣創業教育透過專家訪談進行創業教育課程收斂,收斂後行程專家問卷,最後發放問卷讓專家進行選擇適合,彙出需要納入並符合創業教育核心之課程。
本研究以臺灣地區各大專院校創業教育學程設立的課程進行研究,蒐集目前各校開設課程,將彙整出來的課程共547門課中,分類篩選挑選出重複開課較高的課程形成問卷。問卷發放對象搭配創業生態圈內的各角色進行問卷發放。
本研究結果發現,目前臺灣地區大專院校設立創業教育學程課程,雖然大部分有設立相關之必須納入核心課程,但選修課程過於廣泛,可能導致學生無法從過多選修課程中,選出真正符合創業教育的課程並進行選修。另外,發現許多大灣院校結合原本校內資源或重視之專業領域進行課程設立內容,雖然學生可能從該重視之領域執行創業活動,但學生畢業後自行創業,學生是否能夠完整實踐學程中的知識及技能避開可能的「死亡風險」,達到真正的創業教育目的可能還需觀察。

n 1985, Peter F. Drucker proposed the "management economy" at that time and would be converted into an "entrepreneurial economy" in the future. After the “Entrepreneurship Education” was listed as the “third education passport” by UNESCO in 1989, the importance of entrepreneurship education to improve the employment of graduates was constantly mentioned by experts and scholars, and it was requested to pay attention to the content of entrepreneurship education. . Afterwards, higher education colleges around the world, universities have gradually emerged various types of innovation, creative teaching content, hoping to enhance the ability of innovation, creative thinking, inspire more imagination from the big and small things in life, and develop A completely different solution or a better product, and finally set it up as a business that can operate independently.
However, under this ethos, research on "entrepreneurial education" has gradually been taken seriously, and research output has also grown considerably. The appearance, core and content of entrepreneurship education are more clear under the efforts of everyone. At present, there are related core foundations of entrepreneurship education. However, for entrepreneurship education in Taiwan, although the entrepreneurship education program in Taiwan has more than 10 years of experience, Still in the bud stage. Wen Yidong (2005) pointed out that there are still some blind spots in the current entrepreneurship curriculum in Taiwan. The school still teaches the teacher-based and subject-based teaching, integrates the individualized and competency-based educational concepts, and cultivates the teaching materials of entrepreneurial ability and entrepreneurship. . There is no list of so-called "core courses", and the Facilitating School Establishment Committee is available for reference at the time of its establishment.
In addition, since the research on entrepreneurship education in Taiwan mostly compares with whether entrepreneurship education affects the success of entrepreneurship, and rarely discusses whether the course content is in line with the core research papers of entrepreneurship education, this study uses secondary data collection method, and then collects The whole Taiwan entrepreneurship education through the expert interviews to the convergence of the entrepreneurship education curriculum, the convergence of the post-stroke expert questionnaire, and finally the questionnaire to allow the experts to choose the appropriate, remit the need to be included and in line with the core curriculum of entrepreneurship education.
This study conducts research on courses set up in the entrepreneurship education courses of colleges and universities in Taiwan. It collects the current courses offered by each school, and will complete a total of 547 courses in the course, sorting and selecting the courses with higher repetition. . Questionnaires are distributed to each role in the entrepreneurial ecosystem for questionnaires.
The results of this study found that at present, colleges and universities in Taiwan set up entrepreneurship education courses, although most of them have to be included in the core curriculum, but the elective courses are too broad, which may lead to students not being able to choose from the excessive elective courses. Educational courses and electives. In addition, many Dawan colleges and universities have found that the curriculum is set up in combination with the original resources of the school or the professional areas that are valued. Although students may perform entrepreneurial activities from the areas of importance, students can start their own business after graduation, and whether the students can fully practice the course. Knowledge and skills avoid the possible "death risk" and it may be necessary to observe the goal of true entrepreneurship education.

第一章 緒論 1
第一節、研究背景與動機 1
第二節、研究問題與目的 3
一、研究問題 3
二、研究目的 3
第三節、研究範圍及對象 4
第二章 文獻探討 5
第一節、創業教育 5
第二節、創業教育內容及台灣創業教育現況 7
第三章 研究方法 10
第一節、研究流程 10
第二節、研究方法定義 10
第四章 研究結果與分析 12
第五章 結論與建議 15
第一節、研究結論及管理意涵 15
第二節、研究貢獻 16
第三節、未來研究建議 17
第四節、研究限制 18
參考文獻 19
一、 中文部分 19
二、 英文部分 19
三、 網路資料 20
附錄一 研究問卷 問卷一 21
附錄二 研究問卷 問卷二 26
附件三 篩選後創業教育學程開設課程比較表 29

圖目錄
圖 1:大專校院創新創業教育校園扎根架構圖 9
圖 2:研究方法流程圖 10

表目錄
表 1:臺灣地區U-Star入選團隊所在學校之開設創業教育學程之課程 8
表 2:專家問卷回收彙整 14
一、中文部分
1.106年度大專畢業生創業服務計畫第二階段申請須知書。106
2.林耀垣,(2004),應用德菲法及資料包絡分析法於我國地方政府施政績效評估之研究,在職專班碩士論文,國立東華大學企業管理研究所,花蓮。
3.許其清,(2013),企業實踐 ISO 26000 社會責任關鍵因素分析,臺北大學企業管理學系學位論文,1-113。
4.陳愛珠,(2008),政府創業教育政策與青年創業能力關係之研究,政治大學行政管理碩士學程學位論文,1-118。
5.陸早行,(1985),疊慧術 (DELPHI) 在策略趨勢預測上的應用-以人身保險理賠策略為例,國立臺灣大學商學研究所碩士論文。
6.蔡敦浩,林韶怡,(2013),創業教育的教學模式:典範差異與現況反思。創業管理研究,8(2),1-17。
7.王順平,(2015),美國大學創業教育及其啟示,教育脈動,(4),138-147。
二、英文部分
1.Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management science, 9(3), 458-467.
2.Dawson, M. D., & Brucker, P. S. (2001). The utility of the Delphi method in MFT research. American Journal of Family Therapy, 29(2), 125-140.
3.Jones, C., & English, J. (2004). A contemporary approach to entrepreneurship education. Education+ training, 46(8/9), 416-423.
4.Julieta Rodríguez-Díaz, A. (2000). Globalisation and technology management in the Mexican food industry. Industrial Management & Data Systems, 100(9), 430-435.
5.Kent, C. A., Sexton, D. L., & Vesper, K. H. (1982). Encyclopedia of entrepreneurship. University of Illinois at Urbana-Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship.
6.Linstone, H. A., & Turoff, M. (Eds.). (1975). The Delphi method: Techniques and applications (Vol. 29). Reading, MA: Addison-Wesley.
7.Skulmoski, G. J., Hartman, F. T., & Krahn, J. (2007). The Delphi method for graduate research. Journal of information technology education,
8.Raposo, M., & Do Paço, A. (2011). Entrepreneurship education: Relationship between education and entrepreneurial activity. Psicothema, 23(3), 453-457.

三、網路資料
1.教育部青年發展署大專畢業生創業服務計畫網(http://ustart.yda.gov.tw/bin/home.php)
2.教育部青年發展署補助大專畢業生創業服務計畫經費審查作業要點 (https://www.yda.gov.tw/Content/RegulatoryInfo/contents.aspx?&SiteID=563426067575657313&MmmID=563651062225116435&MSID=563651071174747631 )

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