約束賦能：建構團隊隨創力之高等教育課程探究

Constraint Empowerment: A Study on Cultivating Team Creativity in Higher Education Courses

本文為研究者教學實踐研究成果。近年來，永續成為社會各界關注的焦點，為使高等教育教學現場符應此社會趨勢，研究者將永續概念聚焦於資源有限帶來的約束，將相關概念融入於教學設計，於課程中培養出學習者面對資源約束而創新創業的能力。本研究為期約一年，從教學現場問題出發，隨研究者教學實務同步展開研究，以質性研究法蒐集與分析資料，反思觀照，獲致研究結果為：發展出一套以永續為目標的創新創業課程教材、將不同種類資源約束融入於教學設計，以及發展出一套隨創能力之認知、行為與態度的評量工具。本研究發現，在課程內容與教學設計中加入資源約束，能夠更加促進團隊合作、展現隨創行為、培養創新創業能力，學習者團隊互動流程中的規則雖為一種約束，卻能成為團隊隨創的動能。

This article is the result of the researcher’s teaching practice research. In recent years, sustainability has become the focus of attention from all walks of life. To make the higher education teaching site comply with this social trend, researchers have focused the concept of sustainability on the constraints caused by limited resources, integrated relevant concepts into teaching design, and cultivated skills in the curriculum. It cultivates learners’ competence to innovate and start businesses despite constraints. This study lasted for about one year. Through qualitative research procedures such as literature review, curriculum design and implementation, data collection and analysis, the research results were as follows: develop a set of innovation and entrepreneurship course teaching materials with the goal of sustainability, combining different types of constraints are integrated into instructional design and a set of assessment tools for cognition, behavior, and attitude are developed with creative abilities. This study found that adding course content and teaching design constraints can promote teamwork, demonstrate bricolage behavior (a term referring to the ability to use available resources creatively and adaptively), and cultivate innovative and entrepreneurial competencies. Although the learner-team interaction process rules are constrained, they can become the energy for team bricolage behaviors.