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題名:技專校院知識管理能力模式建構之研究
作者:施文玲
作者(外文):Wen-Ling Shih
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:溫嘉榮
孫仲山
學位類別:博士
出版日期:2008
主題關鍵詞:知識管理能力模式知識管理促動能力知識管理建構能力結構方程模式Knowledge Management Capability ModelKnowledge Management Enabling CapabilityKnowledge Management Construct CapabilityStructural Equation Modeling
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本研究旨在建構技專校院知識管理能力模式並做模式之驗證。首先收集國內外知識管理理論文獻及相關研究,並從組織能力的觀點進行知識管理能力模式的建構。其次,採用問卷調查的方式以自編的「技專校院知識管理能力模式問卷」來驗證模式。依公、私立及學校屬性,採用分層隨機抽樣的方式抽取十三所技專校院的教職員工,進行問卷調查,總共發出650份問卷,回收的有效樣本數為473份。資料分析採用的統計方法包括描述統計、t考驗、單因子變異數分析、相關分析、驗證性因素分析、結構方式模式等。根據分析結果,本研究獲得以下結論。
技專校院知識管理能力的內涵包括知識管理促動能力及知識管理建構能力,知識管理能力會影響學校效能,且彼此關係密切。整體而言,技專校院的知識管理能力屬中等程度,其中以知識管理促動能力較佳,知識管理建構能力稍差。技專校院教職員工對知識管理能力的覺知,隨背景因素不同而有顯著差異。由知識管理促動能力、知識管理建構能力與學校效能所建構的知識管理能力模式與實證資料的適配程度良好。
This study was to construct a knowledge management capability model for colleges of technology. First of all, knowledge management theories and relevant literature had been reviewed. A knowledge management model was then constructed based on the perspective of organization capabilities. The second stage was to verify the constructed model by using a survey of self-complied questionnaire. Subject faculties were randomly selected from thirteen public/private colleges of technology. A total of 650 questionnaires were distributed and 473 pieces of them were retrieved as effective samples. The statistic procedure included descriptive statistics, t-test, One-way ANOVA, Pearson correlation analysis, confirmatory factor analysis, and structural equation modeling. According to analyses, this study reached conclusions as follows.
Knowledge management capability of colleges of technology includes knowledge management enabling capability and knowledge management construct capability. Knowledge management capability will influence the effectiveness of the school, and they are closely related to each other. Overall, the ranking of knowledge management capability of colleges of technology was in the middle level. They have stronger knowledge management enabling capability and weaker knowledge management construct capability. Faculty awareness of the knowledge management capability of colleges of technology varied significantly from different backgrounds. Theory model constructed with knowledge management enabling capability, knowledge management construct capability and school effectiveness fit well with the empirical data.
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