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https://ah.lib.nccu.edu.tw/handle/140.119/95468| 題名: | 創業競賽團隊與競賽機制對學習成效之研究 | 作者: | 戴龍睿 | 貢獻者: | 溫肇東 戴龍睿 |
關鍵詞: | 創業競賽 學習成效 學習機制 團隊運作 entrepreneurial competition learning effect learning mechanisms teamwork |
日期: | 2002 | 上傳時間: | 9-May-2016 | 摘要: | 目前世界各地風起雲湧的創業競賽，不論是大學或民間單位主辦，都有規模逐漸變大，參加隊伍數量增多等趨勢。參賽的隊伍由某區域性大學擴展到該國所有大學，進而全球化。這一波大學生參加創業競賽的風潮，也帶動各知名大學逐漸重視創業研究，在創業課程的數量、種類、重要性也日趨增加。\r\n 在各國創業競賽風行之時，國內兩大創業競賽也已悄悄地邁入第四屆的比賽了，也算是漸入成熟的階段。本研究嘗試以參賽者主觀評鑑的角度來探討其對於參加創業競賽的學習效果。\r\n 因此不同的創業競賽模式、團隊背景、參賽動機甚至於團隊運作情形對於知識學習與能力提升的學習成效否有不同的影響？若是不同，又有哪些差異？這便是本研究欲探討的問題。\r\n 本研究採用結構式問卷輔以個案訪談來收集資料，主要研究對象為第三屆TIC100科技創新競賽與第三屆台灣工業銀行創業大賽之團隊成員。\r\n 經分析資料，研究發現如下：\r\n 1. 透過創業競賽的學習，確實可以學習到創業的知識與能力。\r\n 2. 透過創業課程的要求與輔助參加創業競賽，對於創業知識與能力的學習成效最佳。\r\n 3. 不同的創業競賽模式其對於知識學習、能力提升與整體學習成效無明顯差異。\r\n 4. 學習型導向創業競賽整體學習成效較實務型導向創業競賽佳。\r\n 5. 競賽參與動機對於知識學習、能力提升與整體學習成效有明顯正相關。\r\n 6. 不同的團隊背景其對於知識學習、能力提升與整體學習成效無明顯差異。\r\n 7. 團隊運作情形對於知識學習、能力提升與整體學習成效有明顯正相關。 There are more and more entrepreneurial competitions held by universities or big famous companies years by years. The number of teams participating games grows rapidly and the region of some contest expands from within a college activity to a global one. With this popular activities, it also makes all famous universities and colleges pay much attention to entrepreneurial research and the quantity and variety of entrepreneurial courses have become increasingly important.\r\n With foreign entrepreneurial competitions’ popular, the tow entrepreneurial competitions in Taiwan are also get into 4th . This study try to focus on entrepreneurial competitions’ learning effect.\r\n Therefore, if there any different learning effect on entrepreneurial knowledge and skill between different competition model, team background, motivation, even if teamwork situation?\r\n This study has adopted structural questionnaire and case study to collect data and information. The major study targets are the members of 3rd TIC100 Technology Innovation Competition and 3rd Industrial Bank of Taiwan Cross-Century Entrepreneur Competition.\r\n After doing interview and analysis, it gets several conclusions in this investigation:\r\n 1. It indeed can learn about entrepreneurial knowledge and skill through entrepreneurial competition.\r\n 2. The learning effect on entrepreneurial knowledge and skill will be better by taking entrepreneurial course and participating in entrepreneurial competition.\r\n 3. There are not noticeable different on learning effect between different entrepreneurial competition model.\r\n 4. Learning-orientated entrepreneurial competition’s learning effect is better then practical-orientated entrepreneurial competition.\r\n 5. There are noticeable correlation between participating motivation and learning effect.\r\n 6. There are not noticeable different on learning effect between different team background.\r\n 7. There are noticeable correlation between teamwork situation and learning effect. 謝辭\r\n摘要\r\nAbstract\r\n目錄\r\n表目錄\r\n圖目次\r\n第一章 緒論-----1\r\n 第一節 研究動機與背景-----1\r\n 第二節 研究目的與問題-----2\r\n 第三節 論文架構-----3\r\n第二章 文獻探討-----4\r\n 第一節 創業的知識與能力-----4\r\n 第二節 學習理論-----14\r\n 第三節 團隊運作-----18\r\n 第四節 創業競賽-----31\r\n第三章 研究方法-----41\r\n 第一節 研究架構-----41\r\n 第二節 研究變數說明-----43\r\n 第三節 研究對象與資料蒐集-----45\r\n 第四節 問卷設計-----46\r\n 第五節 資料分析方法-----48\r\n 第六節 信度與效度-----49\r\n第四章 資料分析與討論-----50\r\n 第一節 樣本描述-----50\r\n 第二節 競賽學習機制與學習成效之關係-----57\r\n 第三節 團隊與其學習成效之關係-----60\r\n 第四節 競賽學習機制探討-----69\r\n 第五節 競賽獲獎效應-----75\r\n第五章 結論與建議-----78\r\n 第一節 研究發現-----78\r\n 第二節 研究建議-----81\r\n 第三節 後續研究建議-----82\r\n 第四節 研究限制-----83\r\n參考文獻----- 84\r\n 中文部分-----84\r\n 英文部分-----86\r\n附錄\r\n 附錄一 第三屆TIC100科技創新競賽問卷\r\n 附錄二 第三屆台灣工業銀行創業大賽問卷\r\n 附錄三 第三屆TIC100科技創新競賽創業構想規劃書\r\n 附錄四 第三屆台灣工業銀行創業大賽創業計畫書參考格式\r\n\r\n表目錄\r\n表2-1-1 科技管理(MOT)所需的技能-----7\r\n表2-1-2 創業家能力及管理者能力文獻整理表-----11\r\n表2-1-3 創業計畫書所涵蓋之知識領域-----12\r\n表2-2-1 學習機制相關學理整理-----17\r\n表2-3-1 團隊特質與運作-----21\r\n表2-3-2 團隊組成因素對團隊績效的影響結果摘要表-----23\r\n表2-3-3 團隊結構因素對團隊績效影響結果摘要表-----25\r\n表2-3-4 團隊運作因素對團隊績效影響結果摘要表-----26\r\n表2-3-5 高效能團隊的特質-----28\r\n表2-4-1 國內兩大創業競賽學習機制比較-----40\r\n表3-4-1 本研究知識的學習量表問卷題號-----46\r\n表3-6-1 本研究研究變項信度分析-----49\r\n表4-1-1 問卷回收分析表-----50\r\n表4-1-2 樣本分析表-----50\r\n表4-1-3 參賽成員背景統計-----51\r\n表4-2-1 競賽學習機制與學習成效分析表-----57\r\n表4-2-2 知識學習與能力提升之相關度-----58\r\n表4-2-3 競賽學習機制與學習成效分析表-----58\r\n表4-3-1 團隊運作與學習成效之相關度-----60\r\n表4-3-2 參與動機與知識學習成效分析-----63\r\n表4-3-3 參與動機與能力提升成效分析-----64\r\n表4-3-4 參與動機與總學習成效分析-----65\r\n表4-3-5 團隊屬性與學習成效分析表-----66\r\n表4-3-6 團隊屬性與學習成效分析表-----66\r\n表4-3-7 競賽參與動機分類表-----67\r\n\r\n圖目錄\r\n圖2-1-1 Timmons（1999）創業精神的觀念性架構-----9\r\n圖2-2-1 組織的動態學習系統-----16\r\n圖3-1-1 本研究架構圖-----42\r\n圖4-1-1 參賽團隊屬性分佈圖-----52\r\n圖4-1-2 參賽者性別分佈圖-----53\r\n圖4-1-3 參賽者身份分佈圖-----54\r\n圖4-1-4 參賽者年齡分佈圖-----55\r\n圖4-1-5 參賽者學歷分佈圖-----56\r\n圖4-3-1 參與動機分析圖-----62 |
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資料來源: | http://thesis.lib.nccu.edu.tw/record/#A2010000154 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
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