近年來，世界各地包括台灣出現的創業競賽風潮，讓學生透過競賽機制和誘因設計的方式來接受創業教育，使學生能深刻體驗創業過程的動態變化與多元知識的整合，而創業競賽在創業教育扮演的角色更不應僅止於事業計劃書的比賽，競賽過程中學生團隊所面對一連串任務難題和自行發展出的解決辦法，都應該是創業競賽所提供的教育課題，對於自發性參加競賽的學生團隊而言，團隊除了知識課題的做中學之外，更會碰到團隊運作課題上的爭執，團隊若於爭執上消耗過多的精力，將可能導致團隊最後解散放棄比賽或交差了事，造成學生團隊認為比賽沒有收穫和意義，這樣的現象更可以從每年報名創業競賽的隊數與事業計劃書實際繳件的差距觀察得出。
本研究以團隊發展理論的角度來探討學生團隊在參與創業競賽的歷程中是如何達成團隊發展並完成任務，何種因素會影響團隊發展。研究問題如下：影響創業競賽團隊在形成階段的因素為何？創業競賽團隊為何發生衝突？如何化解衝突？造成團隊最後能展現高效能表現的關鍵因素為何？以及對照過去團隊與團隊發展理論，創業競賽團隊特性與其團隊發展之異同為何？
最後，本研究的結論如下：創業競賽團隊在團隊發展形成上，受到有先前共事經驗的成員和抱持做中學態度團隊成員兩項因素影響；創業競賽團隊尋找技術時會因「下一個技術會更好」的心態、不存在技術的本位主義，或是對技術不甚瞭解等因素，不會產生激烈爭執，但團隊間的歧見最後會因時間壓力而妥協；而團隊進入事業模式討論的階段，會因團隊成員彼此意見不具權威性而發生衝突，隨後透過外部專家訪談獲得並累積團隊內的權威知識而化解爭執衝突；研究更進一步發現，輔導業師高度涉入團隊能避免團隊任務衝突的發生，但也容易減低團隊對於任務的認同感。研究最後發現，創業競賽團隊透過共同知識的累積，得以發展出相互支援之合作氣氛，而使團隊發展進入高效能表現的執行期。與過去團隊發展理論對照上，不同點在於創業競賽團隊的特性為短期臨時組成的生手團隊，透過外部專家的介入使得團隊得以渡過風暴期的團隊發展階段，與理論談到的透過內部領導相異，但也因此容易形成生手團隊外部的強人領導情形。

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三、參考網站及網路資料
1. 台灣工業銀行創業大賽官方網站，http://www.WeWin.com.tw/index.aspx
2. TiC100創新事業競賽官方網站，http://www.TiC100.org.tw/
3. 國際青年領袖計畫官方網站http://www.entrepreneurship.net.tw/index.shtml 及官方討論區http://www.entrepreneurship.net.tw/yefbb_Forum/PHP/viewforum.php?f=108
4. 參考資料：數位時代，http://www.bnext.com.tw/StoreView_357