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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 謝明慧 | zh_TW |
dc.contributor.advisor | Ming-Huei Hsieh | en |
dc.contributor.author | 彭顯恩 | zh_TW |
dc.contributor.author | Sean Hsien-En Peng | en |
dc.date.accessioned | 2023-08-09T16:08:06Z | - |
dc.date.available | 2023-11-09 | - |
dc.date.copyright | 2023-08-09 | - |
dc.date.issued | 2023 | - |
dc.date.submitted | 2023-07-07 | - |
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dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/88234 | - |
dc.description.abstract | 綜觀人類歷史上的重大實質創新,都可發現背後是科學與工程上之發明和突破: 人造氮肥改變了鳥糞產業;石化工業發明取代了天然橡膠,進而改變了帝國殖民主義;材料科學的突破,發明了半導體,帶來了整個電子工業生產的大躍進,也是第三次工業革命。
因此工程教育被認為是培養產業創新人才的關鍵手段。尤其是全球頂尖大學的工程科系在過去數十年來,肩負著教育未來科技種子人材之重要任務。著名理工大學之工程教學任務必須滿足業界所需之即戰人力培養。業界廠商為此與學校合作建構教育計畫,在滿足學校的教學要求與社會責任之同時,也滿足其產品行銷長線戰場佈局,與培養未來長期忠誠客戶,甚至公司新血招聘等目的。 科技巨頭與策略合作夥伴群,基於上述目的,便形成了工程教育創新生態系。工程教育生態系包含了學校教授,在學學生,教學實驗設備廠商,晶片供應商,以特殊網路互動合作。生態系之中的每個利益相關者之間的競合與互動相當複雜。許多意圖建立工程教育生態系之業者不得其門而入,每每鍛羽而歸。 因此本篇研究深入探討工程教育生態系,以質性研究方法分析全球科技龍頭INTEL FPGA教育計畫之完整創新生態系與其發展歷程及策略,以服務主導邏輯為視角,分析其價值主張,瞭解每個利益相關者之角色與核心價值,提供INTEL FPGA教育計畫生態系發展戰略,建立工程教育創新生態系之成功關鍵。使其他更多其他工程領域的廠商與學校能夠成功建立其需要之生態系,培養下一個世代創新革命所需之人才,進而改善當前創新不足所衍伸之經濟與社會問題。 | zh_TW |
dc.description.abstract | Looking at the major substantive innovations in human history, we can find that behind them are all scientific and engineering inventions and breakthroughs: artificial nitrogen fertilizer changed the guano industry; petrochemical industry inventions replaced natural rubber, which changed imperial colonialism; The breakthrough in material science and the invention of semiconductors brought about a great leap forward in the production of the entire electronics industry which created the third industrial revolution.
Therefore, science and engineering education is considered to be the most critical means of cultivating innovative talents. Over the past decades, the engineering departments of the world's top universities carried the important task of educating the seeds of future scientific and technological innovation. The teaching tasks of famous polytechnic universities began to be oriented to meet the needs of the industry to cultivate on-the-fly manpower. Therefore, manufacturers in the industry take advantage of the situation to construct a university program based on their commercial purposes, which not only meets the requirements of the school and social responsibility, but also satisfies the first-line battlefield layout of their products' future marketing, and their future long-term customers, the company's recruiting. Technology giants and their strategic partners, based on the above goals, formed a new ecosystem for engineering education. The engineering education ecosystem includes school teachers, current students, teaching and experimental equipment providers, chip makers interacting with special networks. The competition and interaction between each stakeholder in the ecosystem is complex. Many entrepreneurs who intended to build an education ecosystem failed because they were not familiar with the key factors. Therefore, this study deeply explores the engineering education ecosystem and analyzes the complete development process of the INTEL FPGA education program with qualitative research methods. The study also analyzes the value proposition from the perspective of service-dominant logic, and exploits the core values of stakeholders who provided the development strategy of the INTEL FPGA education program and the key to the success of building the ecosystem. Our research finding enables more vendors and schools in other engineering fields to successfully establish their required ecosystems. Training more talent and creative engineers for the next generation with well-developed education ecosystems will build solid foundation for global development which could solve the economic problem and social issues due to the lack of innovations. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-08-09T16:08:06Z No. of bitstreams: 0 | en |
dc.description.provenance | Made available in DSpace on 2023-08-09T16:08:06Z (GMT). No. of bitstreams: 0 | en |
dc.description.tableofcontents | 目錄
致謝 II 中文摘要 III ABSTRACT IV 目錄 VI 圖目錄 VIII 表目錄 IX 第一章 緒論 1 1.1研究背景 1 1.2研究動機 2 1.3研究目的 3 1.4 研究方法 4 第二章 研究理論綜述 8 2.1 創新生態系 8 2.2 服務主導邏輯 10 第三章 INTEL FPGA全球教育計畫介紹 13 3.1 FPGA 的發明與應用 13 3.2 工程教育界之需求與挑戰 17 3.3 INTEL FPGA教育計畫生態系發展歷程 18 第四章 INTEL FPGA 教育計畫生態系外部環境分析 22 4.1 宏觀環境分析 22 4.2 競爭環境分析 28 第五章 INTEL FPGA 教育計畫生態系內部環境分析 32 5.1 INTEL教育計畫生態系內部結構 32 5.2 VRIO 分析 37 第六章 INTEL FPGA工程教育生態系發展策略分析 41 6.1從服務主導邏輯分析創新生態系 41 6.2 INTEL FPGA 教育計畫創新生態系發展策略調查 43 第七章 INTEL FPGA教育計畫之成功關鍵與保障方法 50 7.1策略保障關鍵 50 7.2創造階級流動的使命 50 7.3 宏觀奉獻的企業文化 51 7.4教育自由靈魂的堅持 52 7.5開源社群的分享力量 53 7.6榮譽勳章的正向激勵 54 7.7 策略分析總結 55 第八章 結論與建議 56 8.1生態系發展策略成功因素 56 8.2建議 59 參考文獻 60 圖目錄 圖 1 工程教育生態系中的stakeholder架構圖 3 圖 2 研究架構與流程 6 圖 3 SDL 的重要概念與價值共創定義 11 圖 4 FPGA 之基本結構圖 13 圖 5 FPGA 設計流程與工具方法 14 圖 6 Altera/INTEL 大學計畫用板全球使用數量最多的 DE2 FPGA 開發平臺 20 圖 7 CPU, GPU, FPGA與ASIC 之間的主要差異 26 圖 8 五力分析重點 28 圖 9 INTEL教育計畫生態系之網路架構圖 32 圖 10 革命性之INTEL FPGA整合ARM 35 圖 11 工程教育生態系之五項價值共創之成功主軸 57 表目錄 表 1 三種主要生態系統的比較與差異 8 表 2 以 S-D Logic 框架定義INTEL FPGA教育計畫生態系之運作策略 42 表 3 生態系成員之功能與服務價值 43 表 4 加州州立大學各分校大二轉學入學成績與困難度排名(依科系) 48 表 5 第一主軸浮現之三階段編碼結果 50 表 6 第二主軸浮現之三階段編碼結果 51 表 7 第三主軸浮現之三階段編碼結果 52 表 8 第四主軸浮現之三階段編碼結果 53 表 9 第五主軸浮現之三階段編碼結果 54 | - |
dc.language.iso | zh_TW | - |
dc.title | INTEL FPGA教育計畫之創新生態戰略 | zh_TW |
dc.title | The Strategy of the INTEL FPGA Academic Program Innovation Ecosystem | en |
dc.type | Thesis | - |
dc.date.schoolyear | 111-2 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | 陳俊忠;洪劍峭;張成洪 | zh_TW |
dc.contributor.oralexamcommittee | Chun-Chung Chen;Jian-Qiao Hong;Chenghong Zhang | en |
dc.subject.keyword | 創新生態系,服務主導邏輯,工程教育,FPGA教育計畫, | zh_TW |
dc.subject.keyword | Innovation Ecosystem,Service-Dominant Logic,Engineering Education,FPGA University Program,Ethnography, | en |
dc.relation.page | 62 | - |
dc.identifier.doi | 10.6342/NTU202300865 | - |
dc.rights.note | 未授權 | - |
dc.date.accepted | 2023-07-10 | - |
dc.contributor.author-college | 管理學院 | - |
dc.contributor.author-dept | 臺大-復旦EMBA境外專班 | - |
顯示於系所單位: | 臺大-復旦EMBA境外專班 |
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