隨著知識型經濟的到來,傳統的就業社會也逐漸轉型為創業社會。從過去的技能培訓、就業輔導,到現在,開始思考創業概念發展與創業教育。現今,我們處於數位化的時代,而網路科技的快速演進,應當運用此優勢,與創業結合,營造出一個可能的校園創業環境,以培養更多新生代的創業家。本研究係根據Bandura(1986)所提出之社會認知理論與Lee et al.(2009)提出的職場創業意圖模型,來建構出本研究之研究架構。本研究主要目的是利用社會認知理論來探討校園創業者、校園創業環境可能影響學生參與校園創業的影響因素,並探討其對校園創業的態度與意圖。本研究係以校園創業者(包括:自我效能、內部目標導向及外部目標導向)和校園創業環境(包括:創新氛圍和學校資源)加以分析。本研究採用問卷調查法,實際回收有效問卷 159份。研究發現,學校創新氛圍會影響學生的校園創業態度和意圖,而學校資源透過自我效能、外部目標導向調節之後,會正向影響學生的校園創業態度;而透過內部目標導向調節之後,會負向影響學生的校園創業態度。這表示學校提供資源對自我效能低、內外部目標導向低學生的影響會比提供給自我效能高、內外部目標導向高的學生來得大。因此可針對自我效能較低及內部目標導向低的學生,給予資源,則可提升其對校園創業的態度跟意圖。
With the advent of knowledge-based economy, the traditional job of social entrepreneurship is gradually transformed into the community. From the past skills training, employment counseling, up to now, start thinking about the concept of business development and entrepreneurship education. Today, we are in the digital era, while the rapid evolution of Internet technology, should use this advantage, combined with the venture, creating a possible campus environment for entrepreneurship, in order to train more new generation of entrepreneurs. This study is based on Bandura (1986), proposed social cognitive theory and Lee et al. (2009) proposed the entrepreneurial intention model, to construct a framework of this study. The main purpose of this study is to use social cognitive theory to explore the campus entrepreneur, campus entrepreneurs that may affect student participation in campus environmental factors affecting entrepreneurship, and to explore their entrepreneurial attitudes and intentions on campus. This study will address the campus entrepreneurs (including: internal goal-oriented, External goal-oriented and self-efficacy), the campus business environment (including: innovation atmosphere and school resources) to be analyzed. The research method in this paper is survey and 159 respondents are received. This study is adopting Partial Least Squares(PLS)to analysis the collected data. The result of statistical analysis provide several conclusions as following: innovation atmosphere influences student’s entrepreneurial attitude and intenion; school resources is moderated by self-efficacy, internal goal-oriented and External goal-oriented influenced entrepreneurial attitude and intenion.