這門課從《Become Judy》長個案出發。課堂不急著給答案，而是讓學生沿著一位跨國創作者的經營現場，練習判斷市場機會、組織分工、人才管理、營運品質、資金壓力與控制制度，最後提出一份能被執行的公司建立藍圖。
This course is built around the long teaching case Become Judy. You begin with how a cross-border creator noticed a market opportunity, then move through decisions, strategy, organization, talent, operations, marketing, cash, control, and change before proposing a company-building blueprint that could actually operate.
個案聲明：本課程使用的《Become Judy》屬於教學案例。素材由元智大學吳相勲副教授與 Codex 協作整理，主要依公開影片、公開報導與可查資料撰寫；Judy 本人未審閱本案例，課程團隊也未訪問 Judy 或其身邊人士。這份材料用於管理決策討論，不評價當事人或相關人士。 Case note: Become Judy is used here as a teaching case. The material was prepared by Associate Professor Hsiang-Hsun Wu of Yuan Ze University in collaboration with Codex, mainly from public videos, public reports, and publicly verifiable materials. Judy has not approved this case, and neither Judy nor people around her were interviewed. The learning purpose is to study management decisions and company building, not to judge the people involved.
課堂活動與學習資料會在以下兩個空間進行與整理；每次活動仍請先依教師當次公告確認使用方式。Class activities and learning materials will be organized across the two spaces below. For each activity, follow the instructor’s latest announcement about how to use them.
我們的課堂活動都會在 Teams 上面進行，課堂錄影及參考資料也會公布在 Teams。學校的 Portal 只作為備援方案。All class activities will take place in Teams. Class recordings and reference materials will also be posted in Teams. The university Portal is only a backup option.
開啟課程 TeamsOpen course Teams這門課會有許多在 Gemini Notebook 上面進行的學習活動，學習教案跟資料也會放在上面。Many learning activities in this course will take place in Gemini Notebook. Lesson plans and supporting materials will also be posted there.
開啟 Gemini NotebookOpen Gemini Notebook這門課的重點不在追蹤一位 YouTuber，而在拆解一個真實創業過程如何長出管理問題。每週都會往前推進一段個案，學生必須把管理學概念轉成公司可以使用的制度設計。
This is not a course about watching a YouTuber. It is a course about turning real entrepreneurial clues into management systems. Each week moves the case forward and asks you to convert management concepts into executable company design.
學生需要說明市場機會如何由需求、供給、競爭、通路、收入來源與限制條件共同形成，而不能停留在「我喜歡」或「觀眾喜歡」。
You should be able to explain that market opportunity is not simply "I like it" or "the audience likes it." It is built from demand, supply, competition, channels, revenue sources, and constraints.
學生需要把工作分工、人才管理、內容品質、客戶交付、財務壓力與風險控制，整理成流程、角色與指標。
You should be able to turn division of work, talent management, content quality, customer delivery, financial pressure, and risk control into processes, roles, and metrics.
期末建議不能只寫「擴張」或「保守」。它必須說清楚公司應選擇哪一種商業模式，以及下一階段最需要建立的管理能力。
The final recommendation should not stop at "expand" or "be conservative." It must specify the business model choice and the management capabilities that must be built next.
長個案負責交代公開案例脈絡、產業背景與待判斷的管理問題；短個案則抽出其中一個兩難，改寫成可討論的決策場景。課程以長個案為主，短個案用來練習在壓力下做選擇。閱讀時請分開創作者或品牌、對外承諾與交易的當事人、實際執行工作的人，以及收款或承擔後果的一方；這些角色不一定屬於同一個人或組織。
The long case provides the public case context, industry background, and management questions that still require judgment. The short case turns one high-tension decision into a dialogue-driven scene. The course uses the long case as the core and the short case as a decision simulation entry point. Read both with four roles in view: the creator or public brand, the party making the external promise or transaction, the people performing the work, and the party receiving money or bearing consequences. These roles may belong to one person, several people, or different organizations.
長個案從旅行影片、頻道成長、跨國啦啦隊供給、台灣運動娛樂需求、YouTuber 變現限制、人才簽約與現金壓力一路展開。它要討論的問題是：當個人內容能量開始變成公司機會，管理者應該先擴張市場、先建立制度，還是先縮小商業模式的範圍？案例中的公開登記資料只作為特定日期的狹義紀錄，不直接把每項活動對應到某一個法人。
The long case moves from travel videos, channel growth, cross-border cheerleading supply, Taiwanese sports-entertainment demand, YouTuber monetization pressure, talent contracts, and cash pressure. It asks: when one person's content energy begins to look like a company opportunity, should the manager expand, institutionalize, or narrow the business model first? Public registration data in the case is used only as a dated, narrow record; it does not assign every activity to one particular legal entity.
短個案將真實脈絡壓縮成一個會議場景：創辦人面對一份可以拉高曝光的球隊合約，但合約也會增加人力、排練、內容、現金與士氣壓力。角色對話呈現同一個決策在創辦人、營運、隊長、品牌與財務角度上的不同代價。
The short case simplifies the context into one scene: a founder faces a team contract that could sharply increase visibility, while also adding pressure on people, rehearsals, content, cash, and morale. The dialogue reveals how the same decision looks different to the founder, operations lead, captain, brand side, and financial advisor.
第 1、9 週分別處理進場與期中進度，不安排完整授課；第 17、18 週雖屬彈性教學週，仍照常上課。第 4、8 週因放假改為自主學習。其餘週次依序討論管理學主題；每週產出一項管理工具，最後併入期末報告。
Weeks 1 and 9 are used for orientation and midterm progress review rather than full formal lectures. Weeks 17 and 18 are flexible teaching weeks, but classes will meet as usual. Weeks 4 and 8 are self-directed learning weeks because of holidays. The remaining weeks move through core management topics; each week produces one management tool that accumulates into the final report.
本學期日期安排：第 1 週自 2026 年 9 月 7 日開始；第 4 週（9 月 28 日，教師節放假）與第 8 週（10 月 26 日，光復節補假）改為自主學習。第 16 週期末考維持安排於 12 月 21 日；第 17、18 週雖為彈性教學週，仍照常上課，學期於 2027 年 1 月 4 日正式結束。
Semester dates: Week 1 begins on September 7, 2026. Week 4 (September 28, Teachers' Day holiday) and Week 8 (October 26, Retrocession Day make-up holiday) are self-directed learning weeks. The final exam remains scheduled for Week 16 on December 21; Weeks 17 and 18 are flexible teaching weeks, but classes will meet as usual, and the semester officially ends on January 4, 2027.
團隊專案不是附加作業，而是整學期的主線。每週多理解個案公司的一個面向；到期末，這些工具會合併成你們版本的 Judy 公司：顧客、價值主張、收入組合、組織設計、營運流程、資金需求與風險控制。
Your team project is not a separate assignment. Each week helps you understand one more piece of the case company. By the final, the tools combine into your version of the Judy company: customers, value proposition, revenue mix, organization, operations, cash needs, and risk controls.
這是一門跨文化的共同專案課程。本班有 61 位學生，其中 37 位為國際學生，來自 13 個國籍；不同國籍不會自動形成好團隊。分組看的是能否溝通、守時、互相支援，以及能不能讓每個人留下可看見的工作紀錄，不是挑英文最好的人。
This is a cross-cultural course with one shared project. The class includes 61 students, including 37 international students from 13 nationalities. Different passports do not automatically create a good team. Teams are formed around communication, reliability, mutual support, and visible work from every member—not around finding the strongest English speaker.
第一天不會直接固定整學期的分組。前兩週先用短任務觀察大家如何溝通與合作，再形成能真正工作的團隊。
Semester teams will not be fixed on Day 1. The first two weeks use short tasks to observe how classmates communicate and work together before formal teams are formed.
| 時間When | 安排Arrangement | 你需要做什麼What You Do |
|---|---|---|
| 第 1–2 週Weeks 1–2 | 與不同同學完成短任務Short tasks with different classmates | 留下自己的證據與判斷，觀察溝通、守時與互相支援的情況。Leave your own evidence and judgment, and observe communication, reliability, and mutual support. |
| 第 3 週Week 3 | 公布正式分組Formal teams announced | 開始建立團隊資料庫、分配可看見的角色，並完成第一次團隊健康檢核。Start the team evidence base, assign visible roles, and complete the first team-health check. |
| 第 5 週Week 5 | 必要時的調整窗口Controlled adjustment window | 若分工、溝通或參與出現實際問題，請提早向教師反映；調整依教師判斷處理。If roles, communication, or participation are not working, report it early; adjustments are handled by the instructor. |
| 第 9 週起Week 9 onward | 專案檢核與深入工作Project checks and deeper work | 依據證據、假設、資料缺口與個人貢獻，持續修正期末公司的建立藍圖。Use evidence, assumptions, data gaps, and individual contributions to keep revising the company-building blueprint. |
好團隊不靠一位「英文最好的人」包辦所有溝通。每位成員都要有可看見的工作位置；角色可以輪替，互相支援是必要的，但不能由一個人替其他人完成全部工作。
A good team does not depend on one “best English speaker” doing all the communication. Every member needs a visible role. Roles can rotate, and helping is expected, but one person should not do all the work for others.
先留下個人判斷，再把證據帶進團隊。這樣可以降低臨場使用英文的壓力，也避免小組只剩一個人替大家發言。
Write your own judgment first, then bring the evidence into the team. This lowers the pressure of speaking English on the spot and keeps one person from speaking for everyone.
安靜不一定代表團隊運作良好。第 3 週先做健康檢核，第 5 週是調整窗口，第 9 週檢查期中專案，第 13 週檢查風險與貢獻。當你聽不懂團隊方向、插不上話、發現一個人做了全部工作，或覺得自己被排除時，請提早告訴教師。
A quiet team is not always a healthy team. We check team health in Week 3, keep an adjustment window in Week 5, review the midterm project in Week 9, and check risk and contribution in Week 13. Tell the instructor early if you do not understand the team direction, cannot join the discussion, see one person doing everything, or feel excluded.
建立團隊資料庫。你們開始蒐集個案證據、外部資料、影片線索、產業資訊與待查問題。
Build the team evidence base. Start collecting case evidence, external sources, video clues, industry information, and unresolved questions.
起點Start整理公司目標與商業模式草案，說明你們認為公司最該處理的經營問題。
Turn the material into a draft of company goals and business model, explaining the core problem the company should solve.
初版假設First hypothesis提交期中進度包。評估重點不在答案漂亮，而在證據是否清楚、假設能否檢驗、下一步資料缺口是否明確。
Submit the midterm progress package. The goal is not a perfect answer; it is clear evidence, testable assumptions, and explicit data gaps.
期中檢核Midterm check完成收入與資金壓力分析。每一個成長選項都要說清楚現金流、固定成本、人才成本與風險。
Complete the revenue and cash-pressure analysis. Every growth option must clarify cash flow, fixed costs, talent costs, and risk.
財務壓力Cash pressure提出期末個案分析與建議。你們需要選擇一條成長路線，並說明相對應的管理制度。
Present the final case analysis and recommendation. Choose a growth path and explain the management system that supports it.
期末建議Final recommendation將期末建議修訂為公司建立藍圖。讀者應該看得出來：如果你們真的接手這家公司，下一季會先處理什麼。
Revise the final recommendation into a company-building blueprint. The reader should understand what your team would do first next quarter if you actually took over the company.
藍圖Blueprint2026 年 9 月 6 日的展示用項目不需要繳交。Teams 上標示 9 月 6 日截止的項目，只是用來在課堂展示作業與 Rubrics 的運作機制，讓大家了解之後如何閱讀作業要求與評分標準；它不是正式學生作業、不列入成績，也不適用遲交規則。之後每週的具體要求，請以 Teams 最新發布的作業為準。
The item dated September 6, 2026 is for demonstration only and does not need to be submitted. The item shown in Teams with a September 6 deadline is used in class to demonstrate how assignments and Rubrics work. It is not a formal student assignment, is not graded, and is not subject to the late policy. Follow the latest weekly assignment posted in Teams for the actual requirements.
以下是個人與小組作業共用的基本原則。每週 Teams 作業會再說明本週要完成的工具、檔案格式、AI 使用模式、截止時間與 Rubric 焦點；如果當週說明更具體，請以教師最新發布的 Teams 作業為準。
These are the shared baseline rules for individual and team assignments. Each weekly Teams assignment will state the required tool, file format, AI-use mode, deadline, and Rubric focus. When a weekly instruction is more specific, follow the instructor's latest Teams assignment.
| 共同要求Shared Requirement | 學生要確認的事What to Check |
|---|---|
| 作業本體與 logAssignment and log | 除當週 Teams 另有指定，作業本體與工作紀錄要一起提交；檔案格式與命名依當週說明。Unless the weekly Teams assignment says otherwise, submit the assignment and work log together; follow the weekly format and naming instructions. |
| 證據與來源Evidence and sources | 重要判斷要連結個案證據或可查證的外部資料；資料不足時直接標明，不自行補造數字與引用。Connect important judgments to case evidence or checkable external sources; label gaps instead of inventing numbers or citations. |
| 格式門檻與遲交Format gate and lateness | 缺少作業本體、log、完整組員名單或必要的 AI 證據時，先依 Teams 指示補件／重送；遲交判定以 Teams 紀錄時間為準。If the assignment, log, full member list, or required AI evidence is missing, resubmit as instructed before content grading; lateness is determined by the Teams record. |
每週個案工具作業共用一套 100 分 Rubric，分成四個各 25 分的面向。Rubric 不是要學生猜老師喜歡什麼，而是把「看得見的完成證據」寫清楚；每週 Teams 作業會再指出本週最重要的面向。Rubric 本身不代表可以使用 AI，AI 能否使用仍以教師當週指示為準。
Weekly case-tool assignments share a 100-point Rubric with four criteria worth 25 points each. The Rubric makes observable evidence clear rather than asking students to guess what the instructor wants. Each weekly Teams assignment will identify the most important focus for that week. The Rubric itself does not grant permission to use AI; follow the instructor's AI-use instruction.
| 面向Criterion | 配分Points | 主要看什麼What It Looks For |
|---|---|---|
| R1｜管理學概念與問題理解R1 | Management concept and problem understanding | 25 | 是否準確定義本週管理問題、正確使用概念，並說明它為何適用於個案。Accurate definition of the week's management problem, correct use of the concept, and a clear case connection. |
| R2｜證據、來源與個案應用R2 | Evidence, sources, and case application | 25 | 主要判斷是否有具體證據或清楚標示的假設，來源能否查核，限制是否說明。Major judgments are supported by specific evidence or labeled assumptions, with checkable sources and stated limits. |
| R3｜管理工具與實際使用R3 | Management tool and practical use | 25 | 指定工具是否完整、具體、可使用，能否支持管理決策或下一步行動。The required tool is complete, specific, usable, and able to support a management decision or next step. |
| R4｜推理、修正與責任R4 | Reasoning, revision, and responsibility | 25 | log 是否可追溯，能否看出原始判斷、查證、AI 使用（如有）、修正理由與每位組員的實際貢獻。The log is traceable and shows the starting judgment, verification, AI use if any, revision reasons, and each member's actual contribution. |
本課程會在不同課堂環節設定不同的工具規範：有時禁用電子裝置，有時禁用 AI，有時允許使用 AI，有時則由教師指定必須使用 AI。能不能使用、可以使用到哪裡，一律以教師當次指示為準；AI 不能取代閱讀、判斷、查證與個人責任。
Different class activities will use different tool rules: no electronic devices, no AI, AI allowed, or AI required. Whether you may use AI, and how far you may use it, always follows the instructor’s instructions for that activity. AI cannot replace reading, judgment, verification, or personal responsibility.
本課程重視三件事：你是否理解本週管理學概念；你是否能把概念用在個案中；你是否能清楚說明自己如何使用 AI 完成學習與作業。小考、期中考、期末考，以及教師明示禁用 AI 的課堂活動，都不可使用 AI；正式作業若使用 AI，必須附上對話紀錄、使用聲明與個人修正說明。
The course emphasizes three responsibilities: understanding weekly management concepts, applying them to the case, and explaining how AI was used in learning and assignments. AI is not allowed in quizzes, the midterm, the final exam, or any class activity marked No-AI by the instructor. Formal assignments that use AI must include dialogue records, an AI-use statement, and a note on the student's own revisions.
同一門課可以依學習目標與課堂環節切換模式。每次活動開始前，先確認教師指定的模式、允許工具、禁止資料、應保留的證據與需要停止並詢問的情況。
One course can switch modes according to the learning goal and activity. Before each activity, confirm the instructor’s mode, allowed tools, prohibited data, evidence to keep, and conditions that require you to stop and ask.
| 模式Mode | 課堂怎麼做How It Works | 應保留的學習證據Evidence to Keep | 教師複核重點Instructor Review |
|---|---|---|---|
| 禁用電子設備No Electronic Devices | 不使用手機、個人電腦、平板或生成式 AI；依教師指定使用紙本教材、白板與課堂口頭討論。Do not use phones, personal computers, tablets, or generative AI. Use paper materials, the whiteboard, and oral discussion as instructed. | 紙本決策表、資料來源註記與口頭論述說明。Paper decision tables, source notes, and an oral explanation of the reasoning. | 觀察第一判斷、邏輯推論與討論歷程。Observe the first judgment, logical reasoning, and discussion process. |
| 禁用 AINo AI | 依教師當次指示使用紙本或指定的非 AI 資料；不得開啟或詢問生成式 AI。Use paper or instructor-specified non-AI materials as directed; do not open or query generative AI. | 自己的第一判斷、資料來源、決策表或教師指定的課堂產出。Your first judgment, sources, decision table, or the in-class output specified by the instructor. | 確認答案來自自己的理解、證據與現場討論。Confirm that the answer comes from your understanding, evidence, and live discussion. |
| 允許使用 AIAI Allowed | 可用 AI 解釋概念、整理閱讀、比較方案、產生練習題、檢查推理或修正文句；不可讓 AI 取代自己的閱讀與判斷。Use AI to explain concepts, organize readings, compare options, generate practice questions, check reasoning, or revise wording. Do not let AI replace your reading or judgment. | 第一判斷、提示詞與對話紀錄、查證來源、原始產出，以及自己的修正理由。Your first judgment, prompts and dialogue record, verification sources, original output, and reasons for your revisions. | 複核事實、引用、提示詞品質、修正幅度與最終判斷。Review facts, citations, prompt quality, degree of revision, and the final judgment. |
| 必須使用 AIAI Required | 若教師指定必須使用 AI，依指定工具、任務範圍與格式完成；仍須先形成第一判斷，不得輸入機密資料。When the instructor marks an activity AI-required, use the specified tool, scope, and format. Form your first judgment first and never enter confidential data. | 第一判斷、使用目的、完整對話紀錄、原始產出、查證資料、修正歷程與最終決定。Your first judgment, purpose, complete dialogue record, original output, verification, revision history, and final decision. | 確認工具介入符合指定目的，並由學生承擔查證與最終責任。Confirm that tool use serves the assigned purpose and that the student retains verification and final responsibility. |
模式設計參考：判斷力課程實作工坊｜03 AI 進入與不進入。若課程公告、作業說明或教師當次指示另有規定，以最新且具體的教師指示為準。Mode design reference: Judgment Course Studio | 03 AI In and Out. If a course announcement, assignment brief, or in-class instruction gives a different rule, follow the instructor’s latest and most specific instruction.
為了完成本課程的課堂任務與小組工作，本課程強烈建議至少訂閱 ChatGPT Plus 或 Gemini Pro 其中一項。這是工具準備建議，不代表每個活動都能使用 AI；能否使用、可用範圍與提交方式，仍以教師當次指示為準。
To complete the class tasks and team work, the course strongly recommends subscribing to at least one of ChatGPT Plus or Gemini Pro. This is a preparation recommendation, not permission to use AI in every activity. Whether AI is allowed, the permitted scope, and the submission format still follow the instructor’s instructions for that activity.
| 項目Item | 比例Weight | 說明Purpose |
|---|---|---|
| 每週概念診斷小考Weekly concept quizzes | 15% | 重點在概念理解、判斷條件與常見混淆，不只看答對幾題。Checks concept understanding, judgment conditions, and common confusions. |
| 每週個案作業與 AI 對話紀錄Weekly case assignments and AI dialogue records | 30% | 每週產出管理分析工具；若使用 AI，依當週 Teams 作業說明提交可追溯的使用紀錄。Builds management-analysis tools; when AI is used, submit a traceable use record as specified in the weekly Teams assignment. |
| 期中考Midterm exam | 15% | 個人作答，不可使用 AI。Individual exam; AI is not allowed. |
| 期末考Final exam | 15% | 個人作答，不可使用 AI。Individual exam; AI is not allowed. |
| 期末個案整體評估方案Final case evaluation plan | 20% | 小組完成，需附個人貢獻與 AI 對話紀錄。Team deliverable with individual contribution notes and AI records. |
| 個人反思與同儕互評Individual reflection and peer evaluation | 5% | 檢查學習責任與小組貢獻。Checks learning responsibility and team contribution. |
每週上課前，學生應完成教師指定的閱讀。材料可能包含管理學教材、課程個案、補充資料，以及 Gemini Notebook 中的學習材料。Gemini Notebook 或其他 AI 工具可以協助理解，但不能直接複製 AI 摘要。本課程不再把課前 AI／Gemini Notebook 紀錄設為獨立計分項目；若當週需要提交課前準備，具體格式與內容會寫在 Teams 作業中。
Before each class, students should complete the assigned readings. Materials may include the management textbook, course cases, supplemental materials, and learning materials in Gemini Notebook. Gemini Notebook or other AI tools may support understanding, but students may not copy AI summaries directly. Pre-class AI or Gemini Notebook records are no longer a separate graded item; when preparation must be submitted, the weekly Teams assignment will state the format and requirements.
每週上課一開始會有 8 到 12 分鐘的小考。小考主要用來診斷理解狀況，幫助老師和學生看出哪些概念容易混淆、哪些情境條件被忽略、哪些判斷需要重新思考。平時小考不可使用 AI。
Each class begins with an 8- to 12-minute quiz. The quiz diagnoses understanding: which concepts are confused, which contextual conditions were missed, and which judgments need revision. AI is not allowed during quizzes.
| 題型Question Type | 檢查重點What It Checks |
|---|---|
| 概念題Concept questions | 是否理解基本定義。Understanding of basic definitions. |
| 概念比較題Concept comparison | 是否能分辨相近概念。Ability to distinguish similar concepts. |
| 個案判斷題Case judgment | 是否能把概念用在個案情境。Application of concepts to the case context. |
| 邊界條件題Boundary-condition questions | 是否知道哪些條件會改變管理判斷。Awareness of conditions that change managerial judgment. |
| 錯誤答案修正題Answer revision | 是否能看出空泛答案的問題，並重新改寫。Ability to identify weak answers and rewrite them. |
正式作業若使用 AI，需繳交最終作業檔、AI 對話紀錄、AI 使用聲明表、參考資料清單與個人修正說明。AI 對話紀錄原則上使用 Markdown 或 TXT；若當週 Teams 作業另有格式要求，依最新作業說明辦理。單純截圖原則上不建議，因為不易搜尋與比對。
Formal assignments that use AI must include the final assignment file, AI dialogue records, an AI-use statement, a reference list, and a personal revision note. Dialogue records should normally be submitted as Markdown or TXT; follow the latest weekly Teams assignment if it specifies another format. Screenshots alone are not recommended because they are hard to search and compare.
| 聲明欄位Statement Field | 填寫內容Required Content |
|---|---|
| 使用工具與日期Tools and dates | 例如 ChatGPT、Gemini Notebook、Claude，以及主要使用日期。For example ChatGPT, Gemini Notebook, Claude, and the main dates used. |
| 使用目的Purpose | 例如理解概念、整理個案、改寫段落、檢查推理。For example concept learning, case organization, paragraph revision, or reasoning review. |
| 是否使用 AI 產生初稿AI-generated draft | 明確填寫是或否。State yes or no clearly. |
| AI 協助範圍Scope of AI assistance | 具體說明最終作業中哪些段落、表格或分析項目受到 AI 協助。Identify the paragraphs, tables, or analysis items influenced by AI assistance. |
| 個人修改與查證Personal revision and verification | 說明自己如何修正、刪除、補充或重寫 AI 內容，並列出查證來源。Explain how AI content was revised, removed, supplemented, or rewritten, and list verification sources. |
| 評量面向Criterion | 高品質表現Strong Performance | 低品質風險Low-Quality Risk |
|---|---|---|
| 重疊度說明Overlap explanation | 清楚說明哪些內容來自 AI，哪些由自己修改。Clearly separates AI-assisted content from personal revisions. | 作業與 AI 回答高度相似，卻沒有修正說明。Final work closely matches AI output without explanation. |
| Prompt 結構Prompt structure | 包含任務目標、使用材料、分析步驟、輸出格式、限制條件與檢查標準。Includes goals, materials, steps, format, constraints, and quality checks. | 只要求 AI 代寫、整理或摘要。Only asks AI to write, organize, or summarize. |
| 知識掌握Knowledge mastery | 能主動使用管理概念，並檢查適用條件。Uses management concepts and checks when they apply. | 只有名詞，缺少真正理解與查證。Uses terminology without understanding or verification. |
| 對話推進Dialogue progression | 從釐清事實、整理概念、比較選項，到檢查條件與修正答案。Moves from facts to concepts, options, conditions, and revision. | 問題零散，彼此沒有關係，看不出學習過程。Questions are scattered and do not show a learning process. |
期中考與期末考皆為個人作答，考試期間不可使用 AI。期中考確認前半學期的管理學概念與個案應用能力；期末考確認學生能否整合整學期概念，針對個案做出有根據的管理判斷。
The midterm and final exam are individual assessments, and AI is not allowed. The midterm checks the first half of the semester; the final exam checks whether students can integrate semester-long concepts into evidence-based managerial judgment.
本課程不把 AI 視為禁止使用的工具；相反地，學生需要學會正確使用 AI。但是，使用 AI 不代表可以放棄閱讀、思考、查證與判斷。每一份作業都必須能說明產出過程。
This course does not treat AI as a banned tool. Students are expected to learn how to use it properly. Using AI does not remove the responsibility to read, think, verify, and judge. Every assignment must be explainable through its production process.
課程由元智大學管理學院國際企業學群吳相勲副教授設計。課程將管理學、個案教學、產業分析與 AI 輔助學習結合，讓學生從真實資料出發，練習提出可討論、可查證、可執行的管理判斷。
The course is designed by Associate Professor Hsiang-Hsun Wu, International Business Group, College of Management, Yuan Ze University. It combines management, case teaching, industry analysis, and AI-supported learning so students can build management judgment from real materials.
元智大學管理學院國際企業學群副教授，並擔任元智大學終身教育部主任。主要關注商業模式創新、新創投資評估、策略管理、產業分析、數位轉型，以及 AI 進入知識工作與管理教育後，專業能力如何重新分工。
Associate Professor in the International Business Group, College of Management, Yuan Ze University, and Director of Continuing Education at Yuan Ze University. His interests include business model innovation, startup investment evaluation, strategic management, industry analysis, digital transformation, and how AI changes knowledge work and management education.
本課程重視證據、推論與行動之間的關係。學生不只提出看法，也要說明看法來自哪些資料、哪些部分仍不確定，以及如果自己是管理者，會先建立哪些制度來降低風險。
The course emphasizes the connection among evidence, inference, and action. Students must do more than state opinions; they must explain what evidence supports those opinions, what remains uncertain, and what systems they would build first as managers to reduce risk.