Wang Shu-Mei, Yueh Hsiu-Ping, Wen Pei-Chang
Department of Bio-Industry Communication and Development, National Taiwan University, Taipei, Taiwan.
Department of Psychology, National Taiwan University, Taipei, Taiwan.
Front Psychol. 2019 Sep 13;10:2048. doi: 10.3389/fpsyg.2019.02048. eCollection 2019.
While business schools aim to train students to develop specialized professional competencies, knowledge, and skills related to management and corporate functions according to their major programs, entrepreneurship education in higher education intends to develop students' entrepreneurial competencies and intention. However, the entrepreneurial and managerial domains are not mutually exclusive but overlap to a certain extent. This study utilized the National Taiwan University (NTU) as a case to explore the effects of two paths of entrepreneurial education at NTU on the development of students' entrepreneurial competencies and intention. The aim of this study was to investigate differences in business school students' entrepreneurial competencies and intention between those who took the Creativity and Entrepreneurship Program (CEP) and those who did not, and to explore the context limits or facilitations in the entrepreneurship education of college students in different academic disciplines of management school. Results of the study showed that the CEP course did have positive impacts on all entrepreneurial competencies and intention, that the effectiveness on the attitude domains was more evident than that on the knowledge or skills domains, and that academic disciplines did have a context effect on students' entrepreneurial competencies and intention. This study sheds further light on the "black box" of context limits or facilitations in entrepreneurship education. Implications of the study are that it may lead to a complementary framework of effectively integrating the entrepreneurial program with the business and management courses, which would better facilitate students' learning of entrepreneurship competencies and may increase their intention to become future entrepreneurs.
虽然商学院旨在根据其主要课程培养学生发展与管理和企业职能相关的专业能力、知识和技能，但高等教育中的创业教育旨在培养学生的创业能力和创业意愿。然而，创业领域和管理领域并非相互排斥，而是在一定程度上相互重叠。本研究以台湾大学为例，探讨该校创业教育的两条路径对学生创业能力发展和创业意愿的影响。本研究的目的是调查参加创意与创业课程（CEP）的商学院学生与未参加该课程的学生在创业能力和创业意愿方面的差异，并探索管理学院不同学科大学生创业教育中的情境限制或促进因素。研究结果表明，CEP课程确实对所有创业能力和创业意愿都有积极影响，对态度领域的有效性比对知识或技能领域的有效性更明显，并且学科确实对学生的创业能力和创业意愿有情境影响。本研究进一步揭示了创业教育中情境限制或促进因素的“黑箱”。该研究的意义在于，它可能会形成一个将创业课程与商业和管理课程有效整合的互补框架，这将更好地促进学生对创业能力的学习，并可能增加他们成为未来企业家的意愿。
