本課程之目標在使修課學生：
1.瞭解社會創新、社會企業等相關概念，且非理所當然的理解這些概念，而是能對此類社會現象進行反思。
2.將組織社會學、經濟社會學、研究法所學相關概念實際應用，針對所選議題提出解決方案。
3.透過小組合作實際形成一個社會企業創業提案並於課堂中發表。
由以上目標，在培養社會系學生關懷社會、批判與獨立思考能力的同時，亦培養團隊合作、解決問題、企劃提案等有助職涯發展的能力。
課程內涵
本課程為學年課，分上下二學期進行，本次選修為105學年度第一學期課程。為方便同學了解整體課程的設計，因此上下學期課程皆先在此說明，各週進度則先說明上學期內容。
整體而言，課程分程二條軸線，其一為概念的講授，範圍包括組織理論、經濟社會學、研究方法、管理學等領域，以社會企業、社會創新為現象端的依據，挑選合適的概念於課堂中講授。
概念的內容方面，上學期主題包括社會企業、社會創新的概念介紹、運用研究方法找尋社會需求與創新的可能外，並介紹Osterwalder等人所推廣的商業模式分析方式。其中，由於本課程需要同學調查社會需求，同時做出創業提案報告，因此我使用此一商業模式做為教學主題。因為此模式涵蓋了許多社會學、管理學相關的概念，如利害關係人，合法性、價值、文化等，也納入了許多商管常運用的分析方式，因此合於本課程所需。再者，其圖表化的表現形式，方便同學小組討論、腦力激盪，也可使同學們的創業提案內容簡潔快速溝通。
下學期的概念講解則包括募資、發表技巧等較實務的概念，同時，也包括了對本課程內容的各種反思。在實務概念方面，主要是配合同學創業提案的進度，在上學期深入瞭解社會需求、提出基本的商業模式架構之後，下學期開始討論如何維持財務的平衡、如何募資與發表等。反思方面，儘管社會企業、社會創新等名詞，在近年成為焦點，但我認為做為一個社會系的學生，很重要的一個部份，便是對各種常識、理所當然的想法進行反思。因此，在學期中後段，將討論相關概念的發展、引發的正反批評等。希望透過本課程，讓同學不僅能瞭解社會創新、社會企業等概念，更能對此有所反思、形成自己的看法與意見。
The purpose of this course is to enable students to:
1. Understand the concepts related to social innovation, social enterprises, etc., and do not understand these concepts for granted, but can reflect on this type of social phenomenon.
2. Apply the relevant concepts learned in organizational society, economic society, and research method to propose solutions to the selected questions.
3. Through group cooperation, a social enterprise entrepreneurial proposal is actually formed and published in the classroom.
With the above goals, while cultivating social-related students' abilities to care about society, criticize and independent thinking, they also cultivate team cooperation, problem solving, and project proposals that can help career development.
Course content
This course is a year course, divided into two courses, and this course is selected as the first course of the 105th year. In order to facilitate students to understand the overall course design, the courses for the whole course are explained here first, and the progress of each week will be explained first.
Overall, the course is divided into two-line, one of which is the teaching of concepts, which includes organizational theory, economic and social science, research methods, management and other fields. With social enterprise and social innovation as the basis of the phenomenon, select suitable concepts and teach them in the classroom.
In terms of concept content, the topics of the previous period include social enterprises, introduction to social innovation concepts, and using research methods to find social needs and innovation possibilities, as well as introducing the business model analysis methods promoted by Osterwalder and others. Among them, since this course requires classmates to investigate social needs and make entrepreneurial proposal reports at the same time, I use this business model as a teaching topic. Because this model covers many social and management-related concepts, such as stakeholders, legitimacy, value, culture, etc., and also includes many commonly used analytical methods for business management, it is suitable for this course. Furthermore, its graphical representation form facilitates discussions among students and brain-stimulating, and can also enable students' entrepreneurial proposal content to be simple and quick.
The conceptual explanation of the next period includes practical concepts such as fundraising and publication skills, and at the same time, it also includes various reflections on the content of this course. In terms of practical concepts, it is mainly to cooperate with the progress of contractual development proposals. After deeply understanding social needs and putting forward a basic business model structure in the first period, the next period will begin to discuss how to maintain financial balance, how to raise funds and publish, etc. In terms of reflection, although terms such as social enterprise and social innovation have become the focus in recent years, I think that a very important part of being a student in a social department is to reflect on various common and natural ideas. Therefore, in the middle and late stages of the study period, the development of related concepts, the positive and negative criticism of the trigger, etc. will be discussed. I hope that through this course, students will not only understand the concepts of social innovation, social enterprise, etc., but also reflect on this and form their own opinions and opinions.
相關參考書目
如前所提，本課程需要相當多的社會學知識與概念，請同學多修習系上其他課程，有助本課程的進行。另，以下書籍可參考閱讀：
賴建誠，2011，近代中國的合作經濟運動：1912－1949。台北：台灣學生書局。
彭慕蘭、史蒂夫．托皮克，2007，貿易打造的世界：社會、文化、世界經濟，從1400年到現在，台北：如果。
Related reference books
As mentioned earlier, this course requires a lot of social knowledge and concepts. Please study more and take other courses to help carry out this course. In addition, the following books can be read in reference:
Xu Jiancheng, 2011, Modern China's cooperative economic movement: 1912-1949. Taipei: Taiwan Student Book Bureau.
Pomurland, Steve. Topik, 2007, World Built by Trade: Society, Culture, World Economy, From 1400 to Now, Taipei: If.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席15%，學期點名3次，缺席1次扣總成績5%。(個人)出席15%，學期點名3次，缺席1次扣總成績5%。(個人) 15% of attendance, 3 academic terms, and 5% of the total loss will be deducted. (Personal) |
15 | |
| 期中期末考各5%。(個人)期中期末考各5%。(個人) The mid-term and final exams are 5%. (Personal) |
5 | |
| 團隊討論紀錄5%。(團隊)團隊討論紀錄5%。(團隊) Team discussion record is 5%. (Team) |
5 | |
| 期中報告20%。(團隊)期中報告20%。(團隊) Midterm report of 20%. (Team) |
20 |
