永續創業課程結合大學社會責任與地方觀光發展之教學實踐

Integrating Sustainable Entrepreneurship, University Social Responsibility, and Local Tourism Development in Teaching Practice

宜蘭縣政府團隊，2015年赴義大利五漁村考察，並以義大利Cinque Terre為樣版，啟動向中央政府爭取觀光亮點計劃補助方案，為宜蘭觀光打造觀光新亮點。本文以創業課程推廣永續創業，並以開蘭第一站「大里」為起點，結合宜蘭縣政府的觀光建設政策推行方向，將創業課程實踐教學融入地方發展與在地關懷，為地方創生及大學社會責任（USR）開啟新篇章，並以聯合國永續教育推廣之教學方法HHH（HEAD, HEART, HAND，頭手心）為核心，應用於課程教學之實踐，同時自創詮釋大學社會責任種子計畫USR HUB實踐理念傳遞給修課學生。課程的實踐方法，以課堂的教學理念傳達及創業技能傳授（HEAD），及試創業的輔導（HAND），進而產生地方人文關懷與奉獻的心（HEART），在踏查大里發現及提出問題，並成立分組專案以解決問題，Double PBL教學方法，專案引導解決方案，並作為創業提案或行銷專案，並結合宜蘭大學EMBA專班學員，以模擬創業投資競賽，檢視專案品質，並給予指導與建議，以利修課學生能以更多元的角度思考，並理能解投資者的觀點。本研究以行動研究法來評估採用的教學策略、方法及研究學生學習之過程，並從而進行教學的調整及教學之反思。課程最大成果是，學生、老師、地方，共好三贏。本文闡述了創業教育中推動地方永續發展、公私協作和大學之間的資源整合，以大學的教育實踐和社會責任使命為目標，提供永續創業教育的推動方案參考。

In 2015, the Yilan County Government team visited the Cinque Terre in Italy and, taking the Italian Cinque Terre as a model, launched a plan to seek central government subsidies for a tourism highlight proj¬ect, aiming to create a new tourism highlight for Yilan. With the theme of“Lanhai Railway Five Fishing Villages,”echoing Monterosso al Mare, Vernazza, Corniglia, Manarola, and Riomaggiore of the Italian Cinque Terre, new tourism economic momentum has been injected into the five fishing villages north of Toucheng Township in Yilan County (Shicheng, Dali, Daxi, Gengfang, and Waiao).This paper introduces an innovative approach to promoting sustainable entrepreneurship through entrepre¬neurship courses, using Dali, the historical starting point of Yilan, as a pilot project. By combining the policy direction of the Yilan County Government, we integrates entrepreneurship course teaching practice into local development and social care, opening up a new chapter for re-gional revitalization and university social responsibility (USR). The HHH (HEAD, HEART, HAND) teaching method promoted by the United Na¬tions Sustainable Education is applied to the course teaching practice, and the USR HUB concept of the university social responsibility seed project is independently interpreted and transmitted to the students taking the course. The implementation method of the course involves the transmission of classroom teaching concepts and entrepreneurship skills (HEAD), as well as the guidance of trial entrepreneurship (HAND), and ultimately generates a sense of local humanistic care and dedication (HEART). Through field investigations in Dali, problems are discovered and raised, and group projects are established to solve these problems. The Double PBL teaching method is used to guide project solutions, which can serve as entrepreneurial proposals or marketing projects. In collabo¬ration with EMBA students from National Ilan University, a simulated entrepreneurial investment competition is held to review project quality and provide guidance and suggestions, enabling students to think from a more diverse perspective and understand the viewpoint of investors. This study uses action research method to evaluate the teaching strate¬gies and methods used and study the student learning process, so as to adjust the teaching and reflect on the teaching. The greatest achievement of the course is the win-win situation for students, teachers, and the lo-cal community. This study expounds on the promotion of local sustain¬able development, public-private cooperation, and resource integration among universities in entrepreneurship education, aiming to provide a reference for the promotion of sustainable entrepreneurship education based on the university’s educational practice and social responsibility mission.