著作肩負著人類對文化傳承、藝術發揚及知識分享的重責大任，影響深遠，自應創造因誘因加以鼓勵並給予適當的法律保障；惟現代著作權法保護創作人的思維均藉由「創作完成自動保護」的途徑，賦予創作人各種著作人格權及著作財產權，一改往昔仍須藉由註冊審查或登記列冊方能享有著作權的傳統作法。然而,任何偉大的著作,其價值乃貴在廣為利用方能源遠流傳，前述各類創作人是否分享或放棄著作權之意願，由法律自動保留全部權利（all rights reserved）的預設（default）立場，使得利用人在利用著作或接續創作的平台受到重重的限制，除了能符合較抽象的「合理使用」範疇以外，利用著作前均須依法取得權利人之同意或授權方能免除因此所生侵權責任。 對於一向主張著作應視為公共財的自由派學者，前述加諸廣大利用人動輒得咎的法律限制，顯然會認為對於知識分享擴散造成阻礙的結果無法忍受，於是美國史丹福大學Lawrence Lessig教授即於2002年間號召有識之士，倡導「Creative Commons」（本研究稱為「創作共享」）之運動，藉由「保留部分著作權」（some rights reserved）的理念，設計鬆綁著作權法以釋出著作權的機制，現正積極在世界各國間推廣中。 本研究即針對上述理念之興起，思考此一創新機制與知識分享擴散及著作權保護間有無相關，並試圖找出可能直接影響機制之關鍵因素提供建言。在第一章部分，除敍明研究動機、目的、範圍、限制外，更直指本研究之問題所在及預期之貢獻；第二章即針對研究主題，包括過去對著作權保護、創作共享機制、知識分享擴散及制度創新的研究進行文獻探討，第三章則對研究核心創作共享機制具體實踐之契約條款予以法律剖析檢驗，並釋疑部分易為外界混淆或誤解之觀念；第四章則詳細闡明研究方法後，設定各個命題及假設，並各賦予操作化定義，落實為問卷調查之問題及選項，第五章則以立意取向調查方式發放及回收共547份有效問卷，並以11.0版SPSS軟體執行問卷數據分析並進而出各項判讀，印證前述命題及假設相關程度，另從管理意涵賦予各項解讀之詮釋；第六章則藉由坊間已先後運行的四個類似創作共享機制的個案，將前述檢驗的內外因素、體質因素、驅動因素等研究構面逐一比較，第七章即就研究成果列出結論並提出後續研究之建議以供來者繼續接棒發揚。 / Creative work carries the responsibilities of cultural inheritance, artistic manifestation, and knowledge sharing; its influences are far reaching and the work ought to be encouraged and properly protected by law. In contrast to traditional copyright laws, whereby protection was given only after registration or examination, current copyright laws give protection to creative work upon its completion, and provide the creator with all kinds of moral integrity rights and copyrights. However, the value of a masterpiece lies in its widespread use, and the current legal system gives the creator, by default, all rights to reserve their intention to share or forfeit their copyrights. From the user’s standpoint, this protective system means limitations and restrictions in using creative work or in continuing creative platform—requiring the user to obtain agreement or license from the rights owner for any use of the work outside the scope of “fair use.” Liberal scholars who believe creative work ought to be public property find these legal restrictions on users and limitations on the proliferation of knowledge sharing intolerable. In 2002, under the appeal of Stanford’s Professor Lawrence Lessig, the movement for Creative Commons was begun. Under this model, relaxation of copyrights with some rights reserved is called for, and this idea is being widely promoted throughout the world. This study focuses on the development of this new ideology and examines its relationship with the proliferation of knowledge sharing and copyrights protection, and further inspects the key factors that may directly influence this new mechanism as well as provides necessary suggestions. Chapter One explains the motivation, purpose, scope, and limitation of this study as well as pointing out the problems and expectations of this study. Chapter Two focuses on the main theme of this study, including empirical studies on past copyright protections, creative commons mechanism, proliferation of knowledge sharing and innovation of its system. Chapter Three examines the legal aspects of the creative commons licensing agreement and clarifies the parts that are confusing or can be easily misunderstood. Chapter Four explains the research approach and sets up theories for each topic, and defines the procedures for selecting questions for the survey. Chapter Five analyzes the 547 valid surveys, which were distributed using the conceptual approach, using v.11.0 of SPSS against the topic and theories set forth in the previous chapter, and interpret each item in the survey via management connotation. Chapter Six compares four existing mechanisms similar to the creative commons model in terms internal and external factors, physical factors, and driving factors. Chapter Seven discusses the results of this study and states suggestions for subsequent research.

當創新總是發生在不同專業領域的交界之處，團隊成員之間有效的知識互動便成為組織維持其競爭優勢的必要因素，因此為了持續創新，團隊成員必須克服不同專業領域所存在的知識邊界障礙，以便能夠整合團隊成員的知識與專長。在資訊系統的開發過程中，系統分析階段是觀察系統分析人員與使用者知識互動的最佳情境，因此本研究首先探索系統分析情境下影響互動雙方知識分享意願的前因，即創新氣氛與互動雙方的互動投入程度，並檢測這些因素之間的關係及影響。其次，本研究彙整四類邊界物件的內容，即語法的、語意的、實務的與隱喻的邊界物件，探討不同類別的邊界物件之間的關係及對專案創意的影響，並更進一步探究互動雙方的知識分享意願對各類邊界物件的影響。 研究樣本來自258位學生所扮演的系統分析人員及258位業界使用者，研究結果發現創新氣氛會同時影響系統分析人員與使用者的知識分享意願。當系統分析人員的互動投入程度越高，使用者的互動投入程度也會提高。使用者的互動投入程度會正向影響系統分析人員及使用者自身的知識分享意願；但是系統分析人員的互動投入程度卻對使用者的知識分享意願產生直接且負向的影響。 此外，系統分析人員的知識分享意願只對隱喻的邊界物件有正向影響，而使用者的知識分享意願卻對這四類邊界物件皆無顯著影響。在這四類邊界物件之中，只有實務的邊界物件對專案創意具有正向的影響，而隱喻的邊界物件則對於語法的、語意的、實務的邊界物件三者具有正向的影響，因此隱喻的邊界物件可以藉由實務的邊界物件對專案創意產生正向的間接效果。出乎意料之外，語意的邊界物件對專案創意具有負向的影響。在實務方面，本研究建議組織應該藉由增加實務的邊界物件和隱喻的邊界物件，以提高專案創意嶄露的可能性。 / As innovation happens from the boundaries between different specialty domains, effective knowledge interaction among participants has become a competitive necessity for organizations. In order to improve innovation, it is necessary for participants to deal explicitly with the interpretive barriers and further synthesize their expertise. During the development of information system, most knowledge interactions, which are conducted by systems analysts and users, can be observed in the phase of systems analysis. Thus, this study intends to explore not only factors that may affect participants’ intention to share knowledge, but also types of boundary objects in the context of systems analysis. As an innovative organizational climate and participants’ interaction involvement are identified as antecedents of participants’ intention to share knowledge, the relationships among these factors are studied. Besides, while four types of boundary objects are summarized, their effects on project innovativeness are discussed. Then, the influence of participants’ intention to share knowledge on the occurrence of four types of boundary objects was further examined. The results, based on data collected from 258 student analysts and 258 users, indicate that an innovative climate positively and directly influences both systems analysts and users’ intention to share knowledge. While systems analysts’ interaction involvement has a strong influence on users’ interaction involvement, which is measured by responsiveness, perceptiveness and attentiveness, users’ interaction involvement also has positive effects on both systems analysts and users’ intention to share knowledge; unexpectedly, systems analysts’ interaction involvement is negatively related to users’ intention to share knowledge. In addition, while systems analysts’ intention to share knowledge only influences the occurrence of metaphoric boundary objects, users’ intention to share knowledge does not demonstrate any significant effect on four types of boundary objects. Out of syntactic, semantic, pragmatic and metaphoric boundary objects, only pragmatic boundary objects had a strong positive effect on project innovativeness. As metaphoric boundary objects are shown to have positive effects on all other three types of boundary objects, metaphoric boundary object affects project innovativeness indirectly through pragmatic boundary objects. Surprisingly, semantic boundary objects negatively affects project innovativeness, although not very strongly. A practical implication is the possibility of increasing project innovativeness by enhancing both pragmatic boundary objects and metaphoric boundary objects.

本研究旨在瞭解幼稚園教師學校組織創新氣氛知覺、知識分享行為對創新教學行為之影響以及三者之關係。首先瞭解幼稚園教師學校組織創新氣氛知覺、知識分享行為與創新教學行為之現況；其次，探討幼稚園教師學校組織創新氣氛知覺、知識分享行為與創新教學行為之相關性；最後，以多元迴歸分析幼稚園教師學校組織創新氣氛知覺與知識分享行為對創新教學行為之預測力，以及探討學校組織創新氣氛是否透過知識分享行為此中介變項影響教師創新教學行為。 本研究以台北市公私立幼稚園教師為研究對象，以「校園創新氣氛量表」，以及修改之「知識分享行為量表」與「創意教學行為量表」為研究工具，有效樣本為272份，資料回收後分別以描述性統計、皮爾森積差相關分析，以及多元迴歸分析等統計方法進行資料處理。本研究獲致之結論如下： 1. 學校組織創新氣氛知覺與創新教學行為達顯著正相關。 2. 知識分享行為與創新教學行為達顯著正相關。 3. 學校組織創新氣氛知覺與知識分享行為達顯著正相關。 4. 學校組織創新氣氛的「工作條件」跟「學習成長」面向可以有效預測教師的 創新教學行為。 5. 知識分享行為的「行動示範」、「知識共構」可有效預測教師創新教學行為。 6. 就學校組織創新氣氛、知識分享行為對創新教學行為的整體模式而言，學校 組織創新氣氛中的「工作條件」可透過知識分享行為中的「行動示範」與「知識共構」此兩個中介變項預測幼稚園教師的創新教學行為。 最後，研究者根據研究結論針對幼稚園組織與幼稚園教師，以及未來研究提出具體建議，以期對未來幼稚園實行創新教學及相關後續研究有所助益。 / The main purposes of this study were as following: First of all, understand the teachers’ awareness of organizational innovative climate, teachers’ knowledge sharing behavior, and innovative teaching. Second, understand the relationships among these three variables. Third, explore the predictive power of the teachers’ awareness of organizational innovative climate, teachers’ knowledge sharing behavior, and innovative teaching. This study adopts the survey method by questionnaire. This study included 272 kindergarten teachers in Taipei city, Taiwan. The applied analysis methods were Descriptive Statistics, Factor analysis, Cronbach α coefficient analysis, Pearson’s correlation analysis, and Regression through SPSS18.0. The main findings of this study were summarized as follows: 1. It showed positive correlation between teachers’ awareness of organizational innovative climate and creative teaching. 2. The relationships between teachers’ knowledge sharing behavior, and creative teaching were positive. 3. It showed positive correlation between teachers’ awareness of organizational innovative climate and teachers’ knowledge sharing behavior. 4. Job Conditions and Professional Learning can predict teachers’ innovative teaching. 5. Action Demonstration and Knowledge Building can predict teachers’ innovative teaching. 6. It appeared that knowledge sharing plays mediating roles among organizational innovative climate and innovative teaching.