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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/82848


    Title: 攝影教學新創事業商業模式之研究
    Authors: 李武松;Lee, Wu-Sung
    Contributors: 高階主管企管碩士班
    Keywords: 攝影;photography
    Date: 2020-05-22
    Issue Date: 2020-06-05 17:24:07 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 攝影一詞是源于希臘語phos(光)和graphis(繪畫),兩字一起的意思是"以光線繪圖",且從有紀錄的第一張照片(1826年)至今已將近200年的歷史。過去,攝影經常用來記錄肖像,風景,戰爭,新聞,與藝術創作等,原本是一門需要長時間學習的專業技術,但自從2000年第一支照相手機: 夏普J-SH04,11萬像素誕生後,徹底改變了攝影產業生態。要拍一張照片,不再需要購買昂貴的相機並學習專業的攝影技術,要得到一張照片,也不再需要送到相片沖洗店並且經過漫長等待。攝影設備變成攜帶方便且操作容易,照片隨拍即得。攝影也就成為人人都可學,隨時隨地都能從事的一種活動。當今又因為網際網路的興起,社群軟體的發達,人們用攝影不僅僅是記錄與傳達自己的訊息,更重要的是可以達到即刻分享、回憶與社交功能。
    目前台灣攝影教學市場蓬勃發展,從事攝影教學的機構非常多,如相機大廠舉辦的短期攝影教學課,攝影教室舉辦的攝影研習活動,以及各縣市社區大學舉辦的攝影班等。攝影教學市場競爭者眾多已經是一個紅海市場。
    觀察攝影教學的內容不外乎是技術導向,著重在教導學習者了解攝影理論與熟悉相機或手機攝影功能的操作,其目的就是要拍出一張所謂的好照片。然而學習攝影技術只是一種過程,而非攝影的真正目的,攝影的目的應該是經由照片帶給個人回憶、反思,想像,紀錄還有社交分享等功能。
    本研究是攝影教學新創事業商業模式之研究,探討如何在攝影教學產業避開紅海市場,找出另一個藍海市場,捨棄以攝影技術為導向的教學思考方式,強化攝影帶給個人回憶、想像,愉悅等功能。
    研究上使用的工具為藍海策略一書所介紹的重新定義市場邊界與策略草圖,以及獲利世代一書所介紹的商業模式九宮格。
    重新定義市場邊界讓我們找到新的攝影教學市場邊界,策略草圖讓我們了解自己與競爭對手的價值差異與強化自己的價值主張,使用商業模式九宮格則是讓策略與想法能落實且具體可行。
    研究過程首先收集與分析競爭者資料,之後重建攝影教學市場的新邊界,接著找出競爭者與新創事業的價值主張並畫出策略草圖。最後根據新創事業生意模式的九項要素,分別落實其內容來形成一件具體可行的方案。;The word photography is derived from the Greek words phos (light) and graphis (painting). The two words together mean "drawing with light", and it has been nearly 200 years since the first recorded photo (1826). In the past, photography was often used to record portraits, landscapes, wars, news, and artistic creations. It was originally a professional technique that required a long time to learn, but since the first camera phone in 2000: Sharp J-SH04, 110,000 pixels was born Later, it completely changed the ecology of the photography industry. To take a photo, you no longer need to buy an expensive camera and learn professional photography techniques. To get a photo, you no longer need to send it to a photo processing store and wait for a long time. The photographic equipment becomes convenient to carry and easy to operate, and the photos are available immediately after taking pictures. Photography has become an activity that everyone can learn and can engage in anytime, anywhere. Nowadays, because of the rise of the Internet and the development of social software, people use photography not only to record and convey their own messages, but more importantly, they can achieve immediate sharing, recall and social functions.
    At present, the photography teaching market in Taiwan is booming. There are many institutions engaged in photography teaching, such as short-term photography teaching courses held by camera manufacturers, photography study activities held in photography classrooms, and photography classes held by community colleges in counties and cities. Many competitors in the photography teaching market are already a Red Sea market.
    Observing the content of photography teaching is nothing more than a technical orientation. It focuses on teaching learners to understand the theory of photography and the operation of the camera or mobile phone photography function. The purpose is to take a so-called good photo. However, learning photography techniques is only a process, not the real purpose of photography. The purpose of photography should be to bring personal memories, reflections, imaginations, records, and social sharing functions through the photos.
    This research is a discussion on the new business strategy of photography teaching, exploring how to avoid the Red Sea market in the photography teaching industry, find another blue ocean market, abandon the photography-oriented teaching thinking method, and strengthen photography to bring personal memories, imagination, and pleasure And other functions.
    The tools used in the research are the redefinition of market boundaries and strategy sketches introduced in the book Blue Ocean Strategy, and the nine-square business model introduced in the book Profit Generation.
    Redefining the market boundary allows us to find a new photography teaching market boundary. The strategy sketch allows us to understand the value difference between ourselves and our competitors and strengthen our value proposition. Using the business model to make the strategy and ideas practical and feasible.
    The research process first collects and analyzes competitor data, then reconstructs the new boundary of the photography teaching market, and then finds the value propositions of competitors and new ventures and draws strategic sketches. Finally, according to the nine elements of the business model of the new venture, implement their contents respectively to form a concrete and feasible new venture project for photography teaching.
    Appears in Collections:[高階主管企管(EMBA)碩士班] 博碩士論文

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