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題名:中國大陸理工科學生創業意向的調查研究
作者:房晨
作者(外文):FANG, CHEN
校院名稱:中華大學
系所名稱:科技管理博士學位學程
指導教授:陳俐文
學位類別:博士
出版日期:2020
主題關鍵詞:創業創業意向Q方法創業教育entrepreneurentrepreneurial intentionQ-Methodologyentrepreneurial education
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摘 要
「大眾創業、萬眾創新」作為中國大陸社會經濟發展的驅動力,引發創業熱潮,作為最具創新創業潛力的大學生群體,受到了廣泛的關注。創業意向,這被認為是創業行為的預測者,在現有文獻的基礎上主要依賴於計劃行為理論和意向-行為模型。因為意向是一個心理概念,重要的是從主觀的角度來探尋如何發展創業意向的動機。本研究的目的是確定影響中國大陸理工科學生創業意向的重要因素,理解這些不同因素如何影響他們的創業行為。Q方法作為一個定性和定量研究的技術組合,被用來探索主觀性的研究。本研究首先通過半結構式的訪談收集了理工科學生的關於創業意向影響因素的看法,獲得Q陳述,而後對其進行分析歸類,從而形成研究所需要的32個表述的Q樣本,通過選擇34名學生P樣本進行Q分類與排序,剔除4個無效分類後對最終篩選的30個Q分類進行因素分析得出關於創業意向三種不同認知類型的觀點。此外,本研究也提供了創業教育提升理工科學生的創業意向相關的討論與建議。
ABSTRACT
The entrepreneurial intentions of Chinese students have received rapidly evolving attention, with the “mass entrepreneurship and innovation” program as a driving force, which encourages individuals to start their own business. Entrepreneurial intention, which is perceived as being a predictor of entrepreneurial behavior, has generally been explored in the existing literature on the basis of the theory of planned behavior and the intention–behavior model. Since intention is a psychological notion, it is important to investigate the motivation for developing entrepreneurial intention from a subjective perspective. The aim of this study is to identify the important factors that determine Chinese science and engineering students’ entrepreneurial intentions, and to understand how these different factors affect their intention to become an entrepreneur. Q-Methodology, which is a technological combination of qualitative and quantitative research, was conducted using 34 Chinese science and engineering students, and this paper reports their individual attitudes and discourses concerning their entrepreneurial intentions. After compiling 32 Q sets of statements and performing factor analysis, three distinct types of entrepreneurs were revealed among the 30 Q sorts which discarded four valid sorts. The findings suggest that a subjective approach to entrepreneurship education should be taken to enhance science and engineering students’ entrepreneurial intentions. Some theoretical and practical implications of these findings for techno-entrepreneurship education and development are also discussed.
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