以往與大專學生創業有關的研究大多集中於學生的創業意向或創業者的特質，並無探討課程設計或特色對學生創業技能之影響，亦無創業潛力評估探討之研究。因此，本研究透過一門結合產學與專案的餐旅創業課程，探討創業課程的設計對餐旅系所學生創業技能學習的影響，同時檢視學生創業技能學習成效與創業衡量指標及其創業潛力的關係。研究結果發現，透過教師與創業家共教共學，讓學生參與企業的實際營運與專案，並提出解決方案的課程設計，可提升學生的創業技能。其次，學生創業技能的提升可有效提升創業的兩個重要衡量指標：自我效能及創業態度；而具有較高自我效能及創業態度的學生亦同時呈現較高的自行創業意願。

Studies on university students’ entrepreneurship have focused on students’ entrepreneurial intentions and entrepreneurs’ characteristics but not examined the effect of course design or characteristics on students’ entrepreneurial skills nor explored students’ entrepreneurial potential. To explore the effect of entrepreneurial course design on hospitality students’ learning of entrepreneurial skills, this study focused on an entrepreneurial course on hospitality that included an industry-academia cooperation project. The relationship between these students’ learning outcomes and their entrepreneurship indices and potential was also examined. The results revealed that the collaborative teaching by academic instructors and entrepreneurs enabled students to participate in actual enterprise operations and projects, which provided them with opportunities to propose solutions to various entrepreneurial problems, enhancing their entrepreneurial skills. Moreover, two major indices on students’ entrepreneurship-self-efficacy and entrepreneurial attitudes-were effectively improved following the enhancement of their entrepreneurial skills. Students with high self-efficacy and favorable entrepreneurial attitudes also exhibited high intention to start their own businesses.

自我效能、產學專案、創業技能、創業態度、創業課程

self-efficacy, industry-academia cooperation project, entrepreneurial skill, entrepreneurial attitude, entrepreneurial course