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| 研究生： |
胡淑惠 Hu, Su-Whey |
|---|---|
| 論文名稱： |
英文與情緒商數(EQ)學程 An English and EQ Program for Students |
| 指導教授： |
何小台
Ho, Chester |
| 口試委員: |
林月雲
Lin, Carol 吳文傑 Wu, Jack |
| 學位類別： |
碩士
Master |
| 系所名稱： |
商學院 - 國際經營管理英語碩士學位學程(IMBA) International MBA Program College of Commerce(IMBA) |
| 論文出版年： | 2020 |
| 畢業學年度： | 108 |
| 語文別： | 英文 |
| 論文頁數： | 33 |
| 中文關鍵詞： | 情緒負擔 、高中生 、情緒商數 、合併 |
| 外文關鍵詞： | emotional burdens, junior high school students, Emotional Intelligence, incorporate |
| DOI URL： | http://doi.org/10.6814/NCCU202001131 |
| 相關次數： | 點閱：71 下載：0 |
| 分享至: |
| 查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
LingoEQ, is a company born from one of our founder’s profoundly emotional experiences while teaching her junior high school students. One student’s essay about suicide made her see that her students were struggling with a lot of stress and emotional issues, and most of them did not have the proper tools to deal with the stresses they faced. She wanted to do anything in her power to help her students in Taiwan deal with their emotional burdens in a healthy manner.
Thus the start of LingoEQ, a company that teaches junior high school students ways to manage their Emotional Intelligence (EQ) so that they can better deal with their own emotions as well as that of others. Using the medium of English, students can learn about EQ tools in a fun and interesting way. And they can use these skills that they learn in the classes throughout their lives.
Although not much is said about EQ within Taiwan, there is a growing community of educators around the world focusing on incorporating EQ into education. That is why LingoEQ would like to be a bridge to bring EQ learning around the world to the students of Taiwan. And initially some skepticism from parents of the benefits of EQ may occur. That is why LingoEQ will be doing many different things to help educate their consumers about the benefits of EQ. Including Demo days, workshops, and seminars for teachers and parents to showcase how EQ can help benefit their kids’ lives.
LingoEQ’s Mission is to help students learn how to improve their own EQ skills, so that they not only survive but thrive in life. Because they believe EQ skills can and should be taught in schools in order to give students the tools they need to live better and more fulfilling lives.
1. Company Introduction 1
1.1. Problem 1
1.2. Solution 2
1.2.1. Definitions 3
1.3. Mission 4
1.4. Vision 4
1.5. Key Success Factors: 5
2. Business Environment 6
2.1. Industry Overview 6
2.1.1. A Brief History 6
2.1.2. The Impact of SEL 7
2.2. PESTEL Analysis 7
2.2.1. Political 7
2.2.2. Economic 8
2.2.3. Social 8
2.2.4. Technological 9
2.2.5. Environmental 9
2.2.6. Legal 9
2.3. Porter’s Five Forces Analysis 10
2.3.1. Threat of New Entrants 10
2.3.2. Threat of Substitutes 10
2.3.3. Bargaining Power of Buyers 11
2.3.4. Bargaining Power of Suppliers 11
2.3.5. Competitive Rivalry 11
2.4. Competitor Analysis 12
2.5. SWOT Analysis 13
2.5.1. Strengths 14
2.5.2. Weaknesses 14
2.5.3. Opportunities 14
2.5.4. Threats 15
3. Products and Services 16
3.1. Services Features 16
3.1.1. English and EQ Curriculum 16
3.1.2. Seminars and Workshops 17
3.2. Pricing Strategy 17
3.3. Promotion Strategy 17
4. Business Model Canvas 19
4.1. Value Proposition 20
4.2. Customer Segment 20
4.3. Customer Relationships 21
4.4. Channels 21
4.5. Key Activities 22
4.6. Key Resources 22
4.7. Key Partners 23
4.8. Cost structure 23
4.9. Revenue Streams 23
5. Operative Plan 25
5.1. Phase 1: Pre-launching Phase 25
5.2. Phase 2: Soft-launch 25
5.3. Phase 3: Launch Phase 25
5.4. Phase 4: Expansion into Offering New Services 26
6. Financial Plan 27
6.1. First Year Financial Forecast 27
6.2. Second and Third Year Financial Forecast 27
6.3. Fourth and Fifth Year Financial Forecast 29
6.4. A Five Year Forecast 30
7. Conclusion 31
8. References: 32
1. I-chia, Lee. “Suicide Rate Falling as Teen Attempts Rise.” Taipei Times, 8 Sept. 2019, www.taipeitimes.com/News/taiwan/archives/2019/09/09/2003721971.
2. Yi-chun, Chiu, et al. “Suicide Rate among Teens Cause for Concern: Center.” Taipei Times, 27 June 2014, www.taipeitimes.com/News/taiwan/archives/2014/06/28/ 2003593868.
3. Gill, Michele. “Middle School Tips: Social and Emotional Development - Developmentally Appropriate Practices for PK-12 Teachers.” Google Sites, https://sites.google.com/site/dapforteachers/home/middle-school-tips-social-and-emotional-development.
4. Low, ZiQing. “Taiwanese Startup Promotes Local Issues Through 'Blind' Travel.” The News Lens International Edition, 2 Sept. 2016, https://international.thenewslens.com/ article/48257.
5. Salim, Saima. “Social Media Alert: Teenage Girls at a Higher Risk of Depression from Excessive Use.” Digital Information World, 7 Jan. 2019, www.digitalinformationworld.com/2019/01/social-media-depression-girls-study.html.
6. “Explaining EQ & SEL.” BIG EQ, 8 Dec. 2019, https://bigeqcampaign.org/explaining-eq-sel/.
7. Kfoneil. “New Year SEL Research Roundup!” AISD Social and Emotional Learning, 9 Jan. 2015, http://austinisdselblog.com/2015/01/09/1050/.
8. “Social and Emotional Learning: A Short History.” Edutopia, George Lucas Educational Foundation, 7 Oct. 2011, www.edutopia.org/social-emotional-learning-history.
9. “SEL Impact.” CASEL, http://casel.org/impact/.
10. “Putting Students' and Educators' Wellbeing First.” EQ Schools, https://eqschools.com/.
11. “What Is SEL?” CASEL, https://casel.org/what-is-sel/.
12. “Yale Center for Emotional Intelligence.” Yale Center for Emotional Intelligence, www.ycei.org/.
13. “Social-Emotional Learning Curriculum.” Committee for Children, 23 Apr. 2020, www.cfchildren.org/programs/social-emotional-learning/.
14. “Cody's.” Codys, www.codyz.com/.
15. “Empathy Starter.” Empathy Starter, 20 May 2019, https://hundred.org/en/innovations/empathy-starter.
16. “Social and Emotional Learning.” The Alliance Cultural Foundation, https://english.thealliance.org.tw/social-and-emotional-learning.html.
17. Kmw. “Teaching in Taiwan: The Season Arts School.” Know My World, 15 Feb. 2018, https://knowmyworld.org/teaching-taiwan-season-arts-school/.
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