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題名：從創業教育探討團隊行為的縱貫性研究：領導力、溝通障礙、網絡和團隊績效
作者：宋瑪雅
作者(外文)：Somya Agrawal
校院名稱：國立中興大學
系所名稱：科技管理研究所
指導教授：陳明惠
學位類別：博士
出版日期：2018
主題關鍵詞：創業教育；創業領導力；任務衝突；團隊凝聚力；知識共享；團隊績效；溝通障礙；領導力；表達關係；團隊學習；團隊創造力；entrepreneurship education；entrepreneurial leadership；task conflict；team cohesion；knowledge sharing；team performance；communication barriers；leadership；expressive ties；team learning；team creativity
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隨著過去幾十年企業家精神計畫量的急劇增加，研究人員付出一致性的努力，發展出影響創業教育的基礎實證研究；企業家不是新誕生的概念，卻可為傳授創業教育的教育家開發與創造一個機會之窗。根據團隊發展之相關理論，此次縱向研究包含了幾個團隊變數（例如領導力、網絡關係、團隊凝聚力等等），並試圖探討創業教育對學生的影響，以及它如何在一段時間內改變學生們之團隊行為；這項研究提供了調查數個相互關係的實證研究，並依照事件順序提供了有助於知覺團隊績效、團隊學習和團隊創造力的見解，還試圖透過探索早期階段團隊發展的領導力，對各種團隊結構的影響，來擴展團體理論。
除此之外，創造力也成為對教育環境日益增長與相當有趣的主題；以前的研究人員聲稱，通過培訓計劃可以學習和教授創造力; 然而，問題仍然是如何在創業教育背景下點燃創造力。雖然之前已經研究了幾個影響團隊創造力的因素，但溝通障礙卻受到較少的關注；因此，我們測試了這種相互關係，並從長遠角度下，探索了幾個中介團隊變數對團隊創造力的影響。
本研究在六個不同階段，收集了來自同一組四十名參加創業課程的大學生學習數據；研究方法方面，使用驗證性因子分析和結構方程模型，來估計結構模型對數據的適配度；我們還進行了分層線性回歸分析，以測試所提出假設之間的交互作用。
研究結果發現在團隊發展的早期階段，創業領導者扮演著積極主動的角色，並會引導學生的行為表現；進一步的分析顯示，在中間過渡階段，高度的任務衝突會減少企業家領導力對團隊凝聚力的正面影響；在團隊合作的穩定階段，我們發現學生較願意與團隊成員分享知識，因為他們彼此之間已產生了較緊密的凝聚力；上述變數皆是察覺團隊績效的重要前提。
研究結果顯示團隊合作初期階段的溝通障礙會影響知識之共享，並表現出負相關；另外有趣的是，團隊合作早期階段的領導力無法克服其有害的影響；研究結果強調課程主導者必須關注團隊溝通，並從課程剛開始就要減少其負面之影響；此外還發現知識共享和表達聯繫，促進了團隊合作中期的團隊學習；最後，團隊學習被認為是培養學生創造性思維的潛在先驅；以上所述之變數都是影響團隊創造力的重要前提。
創業計畫在這段期間確實對學生的行為產生了正面的影響，並為激發創造力和團隊技能提供了適當的學習環境；為了呈現在團隊發展之不同階段下，學生團隊行為之演變，本研究強調團隊合作對學生的重要性，並為課程主導者和教師提供了有用的見解；鑒於結果，教育工作者在設計有效的教學方法和激勵方案時，應考慮到團隊發展之演變過程。
With the sharp increase in the number of entrepreneurship programs over the past few decades, researchers have put in more concerted effort to develop an empirically grounded research on the impact of entrepreneurship education. The notion that entrepreneurs are not essentially born but can also be developed creates a window of opportunity for educationists aimed at imparting entrepreneurship education. Based on the group development and related theories, this longitudinal research incorporates several team variables (leadership, network ties, team cohesion, etc.) and attempts to examine the impact of entrepreneurship education on students. This research presents empirical studies investigating several interrelationships and provides insights on the order of events that contribute to perceived team performance, team learning and team creativity. An attempt was also made to extend the group theories by exploring the effects of leadership during the early stages of team development on various team constructs.
Adding on to this, creativity has also become a topic of ever-increasing interest in educational settings. Previous researchers have purported that creativity can be learned and taught through training programs; however, the question remains as to how it can be kindled within an entrepreneurial educational context. Although several factors shaping team creativity have been examined before, communication barriers have received relatively less attention. Therefore, we tested this interrelationship and also explored the impacts of several intervening team variables on team creativity in the long run.
Data was collected six times in a longitudinal fashion from the same set of forty undergraduate students enrolled in an entrepreneurship course. Confirmatory factor analysis and structural equation modeling were used to estimate the fit of structural model to the data. We also carried out hierarchical linear regression analysis to test interaction effects on the proposed hypotheses.
Findings suggest that during the early stages of team development, an entrepreneurial leader plays a proactive role and directs student behavior. Further analysis revealed that a high level of task conflict during the mid-point transition phase reduced the positive effects of entrepreneurial leadership on team cohesion. During the pre-final stages of teamwork, students were more eager to share knowledge with team members when they were bound by a stronger cohesion with each other. The above variables acted as crucial antecedents to perceived team performance.
Results also revealed that communication barriers during the initial stages of teamwork affected knowledge sharing and expressive ties negatively. Leadership during the early stages of teamwork was unable to overcome their deleterious effects. It becomes imperative for the course facilitators to focus on team communication and convalesce it from the beginning of the course itself. It was found that knowledge sharing and expressive ties facilitated team learning during the middle stages of teamwork. Team learning acted a mediator to instigate creative minds in students. All the above-mentioned variables acted as crucial antecedents to team creativity.
We conclude that entrepreneurship programs do have a positive impact on student behavior over a period of time and provide a suitable environment to stimulate creativity and team skills. Showcasing the dynamics of student’s team behavior during different stages of team development, this study highlighted the importance of teamwork in students and provided useful insights to course facilitators and teachers. Educators should take account of team dynamics when designing effective teaching methods and incentives.
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