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.
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.
長個案負責交代事實、產業背景與公司形成過程；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。
The long case provides the factual base, industry background, and company-formation context. 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.
長個案從旅行影片、頻道成長、公司化、韓國啦啦隊供給、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？
The long case moves from travel videos, channel growth, company formation, Korean cheerleading supply, Taiwanese sports-entertainment demand, YouTuber monetization pressure, talent contracts, and cash pressure. It asks: when one person's content energy becomes a company opportunity, should the manager expand, institutionalize, or narrow the business model first?
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、17 週分別處理進場、期中進度與期末建議，不安排完整授課。其餘 15 週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, 9, and 17 are orientation, midterm progress review, and final case recommendation rather than full formal lectures. The other 15 weeks move through core management topics. Each week produces one management tool that accumulates into the final report.
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.
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Blueprint
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.