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題名:創業教育裡的開創學習:以課堂民族誌敘說為線索
作者:李至昱
作者(外文):Chih-Yu Lee
校院名稱:國立中山大學
系所名稱:企業管理學系研究所
指導教授:蔡敦浩
劉育忠
學位類別:博士
出版日期:2018
主題關鍵詞:創業民族誌敘說方法開創學習創業教育開創流變為他者becoming-othersEntrepreneurshipEntrepreneuringEntrepreneurship EducationEntrepreneuring LearningEthnonarrative method
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本研究從開創視角作為起點,重新思考創業教育的開創學習,如何對目前的創業教育文獻和研究提出新的思考切面。過去創業教育研究大多以經濟觀點審視創業教育所帶來的效益層面,卻鮮少進入回到創業教育的學習者的學習現場,審視學習者的創造與改變歷程。首先,學習者的經驗是奠基在「世界性真實」(worldly realities)之上。因此創業教育必須從學習者所居處的世界出發,自人置身所在所遭逢的主觀且唯一能夠感覺的真實,作為主體認識經驗的起點,進行經驗的擴大與思想的顛覆。再者,創業教育是不僅只是學習或選擇既有的概念知識或工具,而是努力讓學習者通過學習的歷程學會「創造」尚未存在的選擇。在此脈絡的引導下,本文試圖以民族誌敘說方法作為研究方法,將二堂已培育開創精神為目的的創業實作課堂,作為研究開創學習的線索,試圖描繪與討論學習者在實作中所發生、開展與體驗的開創學習,並提出二個研究問題:實作裡的開創學習是什麼?學習者在實作中如何產生開創學習?而本研究發現,所謂的開創學習便是學習者在實作的現場所展現的三種他者流變,分別為:自我的他者、行動的他者,以及關係的他者。而這樣歷程是在三種歷程中所發生1.「差異自我的覺醒」歷程2.「進入隱勢的探索與實現,引動差異融合的實現」歷程3.「啟動集體關係重構,流變為關係開創共同體」歷程。這樣的發現將有助於創業教育實務者,重新思考創業教育的關懷重點,從過去的結果論,擴大到學習者的學習與流變歷程,才能開展出更具開創性或創業性的學習者。
This study starts from the perspective of entrepreneursing to rethinks entrepreneuring learning in entrepreneurship education (EE) and puts forward some new aspects for the current literature and research on entrepreneurship education. In the past, most of the research on entrepreneurship education looked at the benefits brought by entrepreneurship education from an economic point of view. However, it seldom enters the learning process of learners of entrepreneurial education and deliberate the process of creation and change of learners. In fact, learners'' experience is based on worldly realities. Therefore, entrepreneurship education must start from the world in which learners live, consider the subjective and only real realities that one encounters, as the starting point for the subject to experience the world, expand the experience and overthrow the mind. Besides, entrepreneurship education is not just a channel to choose and learn existing conceptual knowledge or tools, but trying to make learners learn to how to create the non-existent choice through the learning process. Under this context, this research tries to take the method of ethnonarrative as the, and take two practice-based entrepreneurial courses, which purposes are to cultitivate learners have entrepreneuring mindetl, as a clue, trying to inquire and discuss entrepreneuring learning which happen and embody on learners. I ask two key questions: What is entrepreneuring learning in practice? How do learners encounter entrepreneuring learning in practice? This study discovers that the so-called “entrepreneuring learning” is the three kinds of the other becoming- the other of the self, the other of the act, and the other of the relationship. And this process is the occurrence of three kinds of processes: 1). The process of "the awakening of difference self", 2) the process of " entering the exploration and realization of virtual and promoting the realization of the convergence of differentiation and divergence, 3). the process of switching on the reconstruction of collective relations, creating the community of relationships. Such findings will help entrepreneurship education practitioners to reflect on the focus of entrepreneurship education, from the econimic results in the past to the learning and entrepreneuring process of learners in order to carry out more pioneering or entrepreneurial learners.
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