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題名:創業教育於創意生活產業之發展與影響探討:以體驗式學習理論為視角
作者:黃舜農
作者(外文):Huang, Shun-Nung
校院名稱:國立成功大學
系所名稱:創意產業設計研究所
指導教授:楊佳翰
學位類別:博士
出版日期:2022
主題關鍵詞:創業創業家創業教育創意生活產業體驗學習理論EntrepreneurshipEntrepreneursEntrepreneurship EducationCreative Living IndustriesExperiential Learning Theory
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隨著科技的發展與網路的普及,相較於過去,創業已不再是如此遙不可及的夢想,全球亦興起一波波創業風潮,越來越多人嚮往擁有自己的事業進而投入創業的熱潮中,創業已成為當代經濟活動中的風潮。然而根據國外調查報告顯示,有39.3%的受訪者認為台灣是具有良好創業機會的,並且有15.5%預計在未來三年內創業,但是對於他們是否擁有開展新業務的知識、技能和經驗的則只有44.8%的受訪者認同,不只排在全部43個經濟體中的第38位,而且也為Central & East Asia中五個經濟體的最後一位。創業教育的教學似乎還有值得成長的空間。此外,隨著生活品質的不斷發展,年輕創業家亦對具備體驗經濟與生活美學素養的生活創意產業展現高度興趣,有鑑於外在環境的變動快速,如何讓學習者具備創業能力的實務導向教學方式也逐漸成為創業教育領域的關注重點。
這項研究實際進入教學現場,探討了創意生活產業領域的創業教學方式,思考體驗學習理論模式的方法是否能夠應用到創意生活產業創業教學的現場。此研究透過行動研究深入分析創業教育在教學現場的進行方式,並透過訪談以了解學習者的真實心態與反映,藉由相關領域專家的觀點取得產業界真實的評估意見,進一步獲得針對學校體制內創業教育的改善方向。
結果顯示,體驗學習的各階段可以透過上課聽講、學習單撰寫、作業撰寫、討論、個案說明、創業計劃書撰寫等教學方式對創業準備度和行動階段心態產生影響。其中反思觀察和主動驗證階段分別對創業自我效能與深思熟慮的心態有影響。同時也發現,參與課程的受訪者 可以分為指令導向型、自我激勵型、目標導向型三種不同的學習類型,以上三個不同學習類型可以藉由不同的學習路徑增加自信心、創業意願、行動階段心態。
此外,在創業教育的學習歷程上,可以將學生的學習歷程分為靈感、參與、開發、持續四個階段,學生個案透過上述四個階段可以建構自己創業領域廣泛而基礎的知識,並具備識別和評估機會的知識和能力,進而獲得實際創業/解決問題的能力,最終得以在未來透過創業能力繼續產生創業價值。而不同學習類型也有各自的學習方式,指令導向型突出了每種教學方法的指導作用,讓他們知道大方向和具體做法。自我激勵型在學習歷程的所有階段中都呈現高於其他學習類型的現象。目標導向型偏好透過分析工具對最終目標做出清晰描述,並藉以形成強大的執行動力。
整體而言,此研究的發現很大程度支持了體驗學習理論模式在創業教育教學現場的應用,並在生活創意產業教學上產生一定貢獻,除了有助於未來青年創意創業家的培養外,亦提供政策制定者乃至於現場教學人員在未來推動大學創業教育計畫時的參考。同時對生活創意產業創業教育與體驗學習理論模式的文獻亦具有理論貢獻與實務意涵。
Technology advancements and the widespread use of the internet have made entrepreneurship less of a pipe dream than it once was, and entrepreneurship has risen in surges all throughout the globe. More individual are getting involved in entrepreneurship because they aspire to start their own company. Nowadays, economic activities show a climate toward entrepreneurship. However, according to foreign survey reports, 39.3% of the respondents believe that Taiwan has good entrepreneurial opportunities, and 15.5% expect to start a business in the next three years, but whether they have the knowledge to start a new business, in terms of skills and experience, only 44.8% of the respondents agreed, not only ranking 38th among all 43 economies, but also the last among the five economies in Central & East Asia. The teaching of entrepreneurship education seems to have space for growth. In addition, with the continuous development of the quality of living, young entrepreneurs have also shown a high degree of interest in living creative industries with experience economy and living aesthetics. In view of the rapid changes in the external environment, how to provide learners with entrepreneurial abilities in practice-oriented teaching methods have gradually become the focus of attention in the field of entrepreneurship education.
This research actually entered the teaching field, explored the entrepreneurship teaching methods in the field of creative living industry, and considered whether the method of experiential learning theory model can be applied to the field of entrepreneurship teaching in the creative living industry. This research deeply analyzes the way entrepreneurship education is carried out in the teaching field through action research, and through interviews to understand the real attitudes and reflections of learners, obtain real evaluation opinions from the industry through the opinions of experts in related fields, and further obtain insights into the school system. The direction of improvement in entrepreneurship education.
The results show that each stage of experiential learning can have an impact on entrepreneurial readiness and mindset in the action stage through teaching methods such as listening to lectures in class, writing worksheets, writing assignments, discussions, case descriptions, and writing business plans. Among them, the reflective observation and active experiment stages have effects on entrepreneurial self-efficacy and deliberative mindset. At the same time, it was also found that the respondents who participated in the course can be divided into three different learning mode: instruction-oriented, self-motivated, and goal-oriented. The above three different learning types can increase self-confidence, entrepreneurial intention, action phase mindset.
In addition, during the entrepreneurship education learning process, the learning journey of students can be divided into four stages: inspiration, engagement, exploitation and sustainment. And the knowledge and ability to evaluate opportunities, and then acquire practical entrepreneurial/problem-solving ability, and finally can continue to generate entrepreneurial value through entrepreneurial ability in the future. Different learning types also have their own learning paths. The instruction-oriented mode highlights the guiding role of each teaching method, letting participants know the general direction and specific practices. Self-motivated mode outperforms other learning types in all stages of the learning process. Goal-oriented mode preferences use analytical tools to clearly describe the ultimate goal and form a strong executive motivation.
On the whole, the findings of this study largely support the application of the experiential learning theory model in the field of entrepreneurship education and teaching, and make a certain contribution to the teaching of creative living industries, in addition to helping the cultivation of future young creative entrepreneurs. It also provides a reference for policy makers and even field teaching staff to promote university entrepreneurship education programs in the future. At the same time, it also has theoretical contributions and practical implications for the literature on entrepreneurship education and experiential learning theoretical models in the creative living industries.
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