大專院校普遍開設有「企業倫理」課程，主要在藉由介紹古今中外哲學家理論與思維以對現今企業工作職場常見的或特殊的企業倫理議題進行思辯。然而，大多數的學生並無工作職場的就業經驗，課堂討論或企業參訪對其深度思考之依據皆屬抽象。所以在企業倫理課程中導入服務學習，是否能讓學生藉由服務學習的參與，具象化課堂討論的主題，協助其思考與理解企業倫理？本文旨在探討企業倫理課程有無導入服務學習，對於企業倫理學習成效之差異，藉由靜態組比較實驗設計的研究方法，在同一所大學開設之企業倫理課程，比較有無導入服務學習的學習成效。研究結果顯示，企業倫理課程有導入服務學習的學習成效平均值顯著高於無導入服務學習的組別。

Colleges and universities generally offer “Enterprise Ethics” courses, mainly through the introduction of the theories and thinking of ancient and modern Chinese and foreign philosophers to speculate on common or special Enterprise Ethics issues in today’s corporate workplaces. However, most of the students have no employment experience in the workplace, and the basis for their in-depth thinking is abstract in class discussions or company visits. Therefore, can introducing service-learning into Enterprise Ethics courses allow students to visualize the topics discussed in class through the participation of service-learning, and help them think about and understand corporate ethics? The purpose of this paper is to explore the differences in the effectiveness of Enterprise Ethics learning with or without inducing service learning in Enterprise Ethics courses. By using the research method of static group comparison experiment design, the Enterprise Ethics courses offered in the same university are compared with the learning effects of whether service-learning is introduced. The results of the study show that the learning effectiveness of the Enterprise Ethics course with inducing service-learning is significantly higher than that of the group without inducing service- learning.