教學模式與創業自我效能對創業能力與創業態度影響之研究

The effects of instructional mode and entrepreneurial self efficacy on students’ entrepreneurial capability and entrepreneurial attitude

黃文谷(Wen-Guu Huang)

指導教授 ： 侯世光

國立臺灣師範大學/科技學院/科技應用與人力資源發展學系/博士(2012年)

摘要

隨著創業型經濟的興起，創業管理議題逐漸受到台灣學術界與實務界的注意。基於鼓勵創業的重要性，近年來，國內愈來愈多的大專院校開始開辦創業相關課程，然而，在創業課程如雨後春筍般的發展之際，國內創業課程的設計與實施卻還是處於萌芽階段。因此，本研究旨在釐清不同創業教學方法對學生創業能力與創業態度之影響。研究採用「準實驗設計」（quasi-experiment design）方法，將三個班級各賦與不同的教學方法，包含傳統講述、個案教學以及模擬教學。三種不同教學方式之班級皆以教授創業計畫書撰寫為主，並以問卷調查方式進行前後測測驗，了解課程開始前與結束後學生創業能力與創業態度的轉變情形。
傳統講述課程進行方式是由教師主導全部教學活動的內容與進行，將其認為重要的知識與觀念以系統化與結構化的方式，灌輸予學生；個案教學以六家企業創辦人自身案例為主，藉由學員本身作為個案中的人物或面對個案中的情況時，應採取哪些決策或如何調整其行為作為主軸；模擬教學則以賽局理論為基礎，透過創業學習工具之操作，運用每回競賽結果數字做決策情報，找出創業問題點並對症下藥。
研究結果發現，三種教學方法（傳統講述、個案教學與模擬教學）均對於學生的學習成效產生正向的影響，其中，創業模擬成效較佳。另外，不同教學方式與創業自我效能在創業態度上有顯著的交互作用。研究亦發現，在教學歷程中，如要提升學生創業基礎能力，採取模擬教學對學生的學習成效最有幫助，且學習效果亦顯著優於個案教學；反之如要提升學生創業進階能力時，個案教學對學生的學習成效最有幫助，且學習效果亦顯著優於傳統講授法。
其次，過去研究顯示創業自我效能是影響學習成效的主要因素。然而，本研究發現，教學方法與創業自我效能在創業能力的表現上，其交互作用並無顯著的差異性。結果顯示，在創業領域方面，或許自我相信的信念程度多寡，對於能力的展現沒有等值之效果，此為研究之另ㄧ項重要的發現與具體的貢獻。
最後，藉由研究結果的呈現，本研究提出四項具體建議：
1.加強推廣校園創業模擬課程或競賽活動
2.落實開課前學生自我效能之調查
3.針對不同創業能力的養成，設計不同教學方法
4.運用研究發現於政府辦理之各項創業訓練課程

關鍵字

教學方法 ； 自我效能 ； 創業能力 ； 創業態度

並列摘要

With the rise of the entrepreneurial economy, entrepreneurial management has gradually attracted attention from the academia and industry in Taiwan. In view of the importance of encouraging entrepreneurship, more and more universities or colleges have started to open the relative courses on entrepreneurship recently. However, while the entrepreneurship courses have mushroomed, the design and implementation of the domestic entrepreneurship are still in its infancy. Therefore, this study aims to clarify the influences of different instruction modes on students’ entrepreneurial capability and attitude. This study employs quasi-experiment design for the three classes to be instructed by different modes covering traditional lecturing, case teaching and simulation teaching. These three classes are all taught how to write business plans , and then by way of questionnaire for pre-tests and post-tests in order to realize the changes of students’ entrepreneurial capability and attitude before and after taking the course.

Traditional lecturing is conducted totally by the teacher for the content of the course and all the important knowledge and concepts are taught to the students systematically and structurally. As to case teaching, six entrepreneurs’ cases are taken for the students to play the case characters and adopt what decisions or adjust what behaviors in face of certain conditions of the cases. Simulation teaching is based on the game theory. Through the operation of the entrepreneurial learning tools (Chain Store Master), each time the final figure of the competition is used as the data for decision making so as to identify the entrepreneurial problems and offer the solutions.

The results of the study find that three instructional modes (that is, traditional lecturing, case teaching and simulation teaching) have positive influences on the learning effect of the students, while entrepreneurial simulation has preferable effect. In addition, different instructional modes have remarkable interaction on entrepreneurial self efficacy and entrepreneurial attitude. The study also finds that in the process of teaching, if the students are to enhance their basic entrepreneurial capability, simulation teaching is most helpful and much better than case teaching in the learning effect of the students. On the contrary, if the students are to enhance their advanced entrepreneurial capability, case teaching is most helpful and much better than traditional lecturing in the learning effect of the students.

Secondly, previous studies indicated that entrepreneurial self efficacy is a major factor in learning effect. However, this study finds that there are no remarkable differences in the interaction among the instructional modes, entrepreneurial self efficacy and the performance of entrepreneurial capability. The results show that in the entrepreneurial field, the degree of self-confidence might not have the equivalent effect on the performance of the capability. This is another important finding and substantial contribution of the study.

At last, the study concludes the following four recommendations.

1.To enhance the promotion of entrepreneurial simulation courses or competitions in the campus.
2.To implement the investigation of students’ self efficacy before the start of the course.
3.In respect of the cultivation of different entrepreneurial capabilities, different instructional modes are designed.
4.To employ the study findings on the various entrepreneurial training courses held by the government.

並列關鍵字

instructional mode ； self efficacy ； entrepreneurial capability ； entrepreneurial attitude

參考文獻

謝如梅（2009）。創業教育在國際上的發展現況與未來展望。創業管理研究，2（3），109-146。

蔡敦浩、張玉山、劉常勇（2007）。創業論壇：台灣創業教育與創業研究面臨的問題與挑戰。創業管理研究，2（3），149-172。

陳瑜芬、賴銘娟（2007）。台灣創業課程現況之探究。創業管理研究，2（3），117-147。

趙平宜（2009）。教學與學習-從哈佛的個案與參與是學習方法談起。商管科技季刊，10（4），761-769。

柯承恩（2009）。個案教學與知識建構。商管科技季刊，10（2），395-402。