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題名：以科技導向數位學習培育大學生餐飲業創業素養之研究
書刊名：當代教育研究季刊
作者：胡宜蓁／袁宇熙
作者(外文)：Hu, Monica Meng-lei／Yuan, Yu-hsi
出版日期：2019
卷期：27:4
頁次：頁71-114
主題關鍵詞：餐飲業；創業素養；科技導向；實驗教學；Food and beverage industry；Entrepreneurial literacy；Technology orientation；Experimental teaching
原始連結：連回原系統網址new window
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研究目的：近年來，觀光餐旅服務產業產值大幅成長，更朝向創新、創意以及創業的趨勢發展。但餐飲教育內涵尚未有足夠的創業素養元素，如何培養學生具備因應未來觀光餐旅服務產業挑戰的能力，成為重要的探討議題。據此，本研究目的在了解學生經由數位學習平臺接受餐飲創業素養教學後的學習成效，以作為後續實施餐飲創業素養教育模式的參考與建議。研究設計／方法／取徑：本研究採用自編式餐飲創業素養教材，並透過實驗教學進行教育介入研究，以數位學習平臺為媒介，檢驗餐飲創業素養的教學成效。過程採準實驗設計的「不相等對照組前測—後測」，以臺灣北部某科技大學餐飲管理系大二學生共93人為對象，區分為實驗組與對照組，進行為期十二周的實驗教學。過程中，透過自編問卷進行前測與後測的數據蒐集，並以單因子單變量共變異數分析（one-way ANCOVA）進行後測調整後平均數的差異性檢定。研究發現或結論：分析結果支持實驗組的餐飲創業素養後測平均分數顯著高於前測平均分數；而對照組則無顯著差異。另在餐飲創業素養後測平均分數差異，為實驗組顯著高於對照組。進一步以單因子單變量共變數進行調整後平均數分析，同樣為實驗組高於對照組。研究結果支持教學介入成效顯著，對於學生的餐飲創業素養之成長有實質效益，顯示對大學生實施餐飲創業素養教育，對於學生有實質影響力。研究原創性／價值：現階段針對大學生的餐飲創業素養教育較為薄弱，故本研究以學習理論及課程設計理論為基礎，配合創業素養、餐旅未來教育模式等理論，具體發展特製化的餐飲素養評估量表以及自編式餐飲素養教材，再透過數位學習平臺實施嚴謹的實驗教學，以驗證餐飲素養的學習成效。分析結果獲得顯著的支持，表示培養學生的餐飲創業素養能夠有效激發學生的創業潛能，對其職涯發展及觀光餐旅服務產業的人才競爭力有顯著效益。
Purpose: In recent years, the output of the tourism sector of the food and beverage industry has increased considerably, and this sector of the industry is demonstrating development trends in innovativeness, creativity, and entrepreneurship. However, current food and beverage education does not include sufficient components of entrepreneurship literacy. The methods for equipping students with the ability to respond to future challenges in the tourism food and beverage industry have become a critical research topic. Accordingly, the purpose of this study is to examine the learning performance of students after receiving entrepreneurship literacy education through a digital learning platform. The results of this study can be used as a reference for developing education models for food and beverage entrepreneurship literacy. Design/methodology/approach: In this research, self-developed food and beverage entrepreneurship literacy education materials were adopted and a teaching intervention was implemented through experimental teaching. By employing a digital learning platform as the learning medium, this study examined the effects of teaching food and beverage entrepreneurship literacy. In addition, a nonequivalent control group pretest-post-test approach was applied as part of the quasi-experimental design. A total of 93 students from the Food and Beverage Department of a university of science and technology were assigned to an experimental group or a control group. The students were asked to participate in a 12-week experimental teaching program. Data were collected through a pretest and post-test with self-developed questionnaires. Furthermore, one-way ANCOVA was used to test the difference between the post-test adjusted means. Findings: The analytical results revealed that the mean score of the posttest for food and beverage entrepreneurship literacy was significantly higher than the mean pretest score. By contrast, the mean score difference in the control group was not significant. The post-test mean score of food and beverage entrepreneurship literacy for the experimental group was significantly higher than that of the control group. One-way ANCOVA was used to analyze the adjusted means, and the results indicated that the adjusted mean score of the experimental group was significantly higher than that of the control group. The research results support the significant effect of the teaching intervention and its demonstrable benefit to students' food and beverage entrepreneurship literacy. The results also indicate that the implementation of entrepreneurship literacy education has an observable effect on university students. Originality/value: At present, the food and beverage entrepreneurship literacy education of university students is lacking. Therefore, this study adopted learning and curriculum design theories and integrated future education models of entrepreneurship literacy and hospitality to develop teaching materials and a customized evaluation scale for food and beverage knowledge. Moreover, by using a digital learning platform, this study implemented rigorous experimental teaching to test the learning effects of food and beverage literacy. The analytical results indicate that students' food and beverage entrepreneurship literacy can effectively stimulate their entrepreneurial potential and considerably benefits their career development and competitiveness in the tourism and hospitality industry.
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5.劉玳縈(2018)。淺談準實驗設計於科技計畫經濟效益評估之應用。臺北市：財團法人國家實驗研究院科技政策研究與資訊中心。  延伸查詢new window
6.洪久賢(2007)。廚藝創造力發展之研究。  延伸查詢new window
學位論文
1.彭耀政(2001)。網際網路中多媒體技術應用於海洋環境教育基本架構之研究(碩士論文)。國立中山大學。  延伸查詢new window
圖書
1.Shadish, W. R.、Cook, T. D.、Campbell, D. T.(2002)。Experimental and quasi-experimental designs for generalized causal inference。Boston, MA：Houghton Mifflin。  new window
2.周文欽(2007)。研究方法：實徵性研究取向。臺北市：心理。  延伸查詢new window
3.交通部觀光局(2013)。中華民國101年來臺旅客消費及動向調查報告。  延伸查詢new window
4.Dollinger, Marc J.(2003)。Entrepreneurship: Strategies and Resources。Prentice-Hall International Inc.。  new window
5.Hegarty, J. A.(2004)。Standing the heat :Assuring curriculum quality in culinary arts and gastronomy。NY：The Haworth Hospitality Press。  new window
6.葉玉珠(2003)。批判思考測驗第一級指導手冊。臺北：心理。  延伸查詢new window
7.Huitema, Bradley E.(1980)。The analysis of covariance and alternatives。New York：John Wiley & Sons。  new window
8.吳明隆(2010)。SPSS操作與應用：變異數分析實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
9.林清山(2013)。多變項分析統計法。臺北市：東華書局。  延伸查詢new window
10.Cook, T. D.、Campbell, D. T.(1979)。Quasi-experimentation: Design and Analysis for Field Settings。Boston, MA：Houghton Mifflin。  new window
11.陳嘉彌(20030000)。師徒式教育實習之理論與實踐。臺北：心理。new window  延伸查詢new window
12.Branch, R. M.(2009)。Instructional design: The ADDIE approach。Springer。  new window
13.張春興(2000)。教育心理學。台北：東華書局。  延伸查詢new window
14.容繼業(2012)。旅行業實務經營學。台北市：揚智出版社。  延伸查詢new window
15.Spencer, Lyle M.、Spencer, Signe M.(1993)。Competence at Work: Models for Superior Performance。John Wiley & Sons, Inc.。  new window
16.周明智(2017)。餐飲管理。臺北市：五南書局。  延伸查詢new window
17.國家發展委員會(2016)。104-114年就業人數推估--行業別。臺北市：國家發展委員會。  延伸查詢new window
18.陳順宇、鄭碧娥(2007)。實驗設計。臺南市：成大圖書部。  延伸查詢new window
19.GEDI(2018)。Global entrepreneurship index 2018。Washington, D.C.：The Global Entrepreneurship and Development Institute。  new window
20.Illinois Occupational Skill Standards and Credentialing Council(1997)。Illinois occupational skill standards: Foodservice cluster。Illinois State Board of Education。  new window
21.Kirk, R. E.(2013)。Experimental design: Procedures for the behavioral sciences。Pacifc Grove, CA：Brooks/Cole。  new window
22.Pine, B. J.、Gilmore, J. H.(1999)。The experience economy。Boston：Harvard University Press。  new window
23.U.S. Department of Commerce(2013)。The innovative and entrepreneurial university: Higher education, innovation & entrepreneurship in focus。Washington D.C.：U.S. Department of Commerce。  new window
24.U.S. Department of Education(2019)。Fact sheet: A commitment to youth entrepreneurship。Washington D.C.：U.S. Department of Education。  new window
25.Myers, J. L.、Well, A. D.(1995)。Research design and statistical analysis。Hillsdale, NJ：Lawrence Erlbaum。  new window
26.劉常勇(2002)。創業管理的十二堂課。天下遠見。new window  延伸查詢new window
27.黃政傑(1999)。課程改革。漢文。  延伸查詢new window
28.吳明隆、涂金堂(2014)。SPSS與統計應用分析。五南。  延伸查詢new window
29.Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。  new window
單篇論文
1.教育部(2018)。前瞻基礎建設計畫：數位建設--強化數位教學暨學習資訊應用環境計畫，臺北市：教育部。，https://webcache.googleusercontent.com/search?q=cache:GyY3sipE5zEJ:https://www.ey.gov.tw/File/294D1018C92995A0+&cd=3&hl=zh-TW&ct=clnk&gl=tw。  延伸查詢new window
2.Alaska State Department of Education and Early Development(1986)。Food service curriculum，Juneau：Alaska State Department of Education and Early Development。(ED 275902)。  new window
其他
1.黃暖雲(2017)。全球創業觀察--2018全球創業精神暨發展指數，https://www.taipeiecon.taipei/article_cont.aspx?MmmID=1205&MSid=746464526146634263。  延伸查詢new window
2.交通部觀光局(2017)。中華民國105年來臺旅客消費及動向調查報告，台北市：交通部觀光局。，https://srda.sinica.edu.tw/srda_freedownload.php?recid=2759&fleid=13967。  延伸查詢new window
3.教育部(2012)。大學校院創新創業扎根計畫，臺北市：教育部。  延伸查詢new window
4.教育部(2015)。高等教育深耕計畫績效指標、衡量標準及目標值，臺北市：教育部。  延伸查詢new window
5.教育部(2016)。方案3-6提升國民素養實施方案，http://12basic.tyc.edu.tw/fles/12-BE.pdf。  延伸查詢new window
6.教育部(2017)。認識數位足跡，臺北市：教育部。，https://isafe.moe.edu.tw/article/1958?user_type=4&topic=8。  延伸查詢new window
7.教育部青年發展署(2009)。大專畢業生創業服務方案，臺北市：教育部。  延伸查詢new window
8.陳偉華(2018)。餐飲科技應用實例與探討，臺北市：中國生產力中心。，https://mymkc.com/article/content/22891。  延伸查詢new window
9.陳婉琪(20160300)。評《頂級學習：培育學生的創造力與創業精神》。  延伸查詢new window
10.蔡進雄(2017)。創業教育的發展趨勢，https://epaper.naer.edu.tw/index.php?edm_no=162&content_no=2882。  new window
11.British Business Bank(2017)。Evaluation of start up loans: Year 2 report，SQW Ltd.。  new window
12.Enterprise Educators UK(2019)。National enterprise educator award，https://neea.org.uk/。  new window
圖書論文
1.簡茂發(1995)。教學評量原理與方法。教學原理。台北：師大書苑。  延伸查詢new window
2.Cooper, A. C.(2003)。Entrepreneurship: The Past, the Present, the Future。Handbook of Entrepreneurship Research。Kluwer Academic Publishers。  new window
 
 
 
 
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