1980年代末期，美國摩托羅拉公司率先引進六標準差管理系統以改善其產品品質，使得成本大幅下降、獲利上升後，聯訊、德州儀器公司等公司也相繼在1990年代初期導入六標準差管理系統，也從中獲得了相當大的利益，而真正讓此一管理手法受到重視的則是於1995年時，奇異公司將六標準差全面性的導入奇異公司內部的所有流程中，總裁傑克•威爾許更視六標準差為奇異公司最重要的管理突破，也由於如此之重視，奇異公司所獲得的效益也最大，從此，六標準差管理手法盛名遠播，而從1999年起，國內廠商也陸續跟進採用六標準差管理系統。 由於六標準差管理系統擁有採取專案型式以改善流程的特性，本研究即針對此專案特性，配合過往學者所研究出之六標準差關鍵成功因素，發展出工作環境、專案領導人能力、團隊運作情形以及專案績效等四個構面，採用實證問卷調查方式，並利用線性結構關係模式（LISREL）來探討在六標準差架構下，四個構面之整合關聯性，所得到的結論如下： 1.工作環境對專案領導人能力有顯著之正向關係。 2.專案領導人能力對團隊運作有顯著之正向關係。 3.工作環境對專案績效有顯著之正向關係。 4.團隊運作對專案績效有顯著之正向關係。 5.工作環境對團隊運作以及專案領導人能力對專案績效不具顯著之正向關係。

目前世界各地風起雲湧的創業競賽，不論是大學或民間單位主辦，都有規模逐漸變大，參加隊伍數量增多等趨勢。參賽的隊伍由某區域性大學擴展到該國所有大學，進而全球化。這一波大學生參加創業競賽的風潮，也帶動各知名大學逐漸重視創業研究，在創業課程的數量、種類、重要性也日趨增加。 　　在各國創業競賽風行之時，國內兩大創業競賽也已悄悄地邁入第四屆的比賽了，也算是漸入成熟的階段。本研究嘗試以參賽者主觀評鑑的角度來探討其對於參加創業競賽的學習效果。 　　因此不同的創業競賽模式、團隊背景、參賽動機甚至於團隊運作情形對於知識學習與能力提升的學習成效否有不同的影響？若是不同，又有哪些差異？這便是本研究欲探討的問題。 　　本研究採用結構式問卷輔以個案訪談來收集資料，主要研究對象為第三屆TIC100科技創新競賽與第三屆台灣工業銀行創業大賽之團隊成員。 　　經分析資料，研究發現如下： 　　1. 透過創業競賽的學習，確實可以學習到創業的知識與能力。 　　2. 透過創業課程的要求與輔助參加創業競賽，對於創業知識與能力的學習成效最佳。 　　3. 不同的創業競賽模式其對於知識學習、能力提升與整體學習成效無明顯差異。 　　4. 學習型導向創業競賽整體學習成效較實務型導向創業競賽佳。 　　5. 競賽參與動機對於知識學習、能力提升與整體學習成效有明顯正相關。 　　6. 不同的團隊背景其對於知識學習、能力提升與整體學習成效無明顯差異。 　　7. 團隊運作情形對於知識學習、能力提升與整體學習成效有明顯正相關。 / There are more and more entrepreneurial competitions held by universities or big famous companies years by years. The number of teams participating games grows rapidly and the region of some contest expands from within a college activity to a global one. With this popular activities, it also makes all famous universities and colleges pay much attention to entrepreneurial research and the quantity and variety of entrepreneurial courses have become increasingly important. 　　With foreign entrepreneurial competitions’ popular, the tow entrepreneurial competitions in Taiwan are also get into 4th . This study try to focus on entrepreneurial competitions’ learning effect. 　　Therefore, if there any different learning effect on entrepreneurial knowledge and skill between different competition model, team background, motivation, even if teamwork situation? 　　This study has adopted structural questionnaire and case study to collect data and information. The major study targets are the members of 3rd TIC100 Technology Innovation Competition and 3rd Industrial Bank of Taiwan Cross-Century Entrepreneur Competition. 　　After doing interview and analysis, it gets several conclusions in this investigation: 　　1. It indeed can learn about entrepreneurial knowledge and skill through entrepreneurial competition. 　　2. The learning effect on entrepreneurial knowledge and skill will be better by taking entrepreneurial course and participating in entrepreneurial competition. 　　3. There are not noticeable different on learning effect between different entrepreneurial competition model. 　　4. Learning-orientated entrepreneurial competition’s learning effect is better then practical-orientated entrepreneurial competition. 　　5. There are noticeable correlation between participating motivation and learning effect. 　　6. There are not noticeable different on learning effect between different team background. 　　7. There are noticeable correlation between teamwork situation and learning effect.

The goal of this dissertation was to explore the key factors and managerial mechanisms that influence performance of inter-organizational collaborative teams. Specifically, this research addressed five key constructs: inter-organizational collaboration relationships, project characteristics, team process, managerial mechanisms, and team performance of inter-organizational collaborative teams. Data for this study was collected via semi-structured interviews within two stages. In the first stage, interviews were done with the executives, focusing on the inter-organizational relationships, managerial mechanisms and the performance of the inter-organizational collaborative team from strategic perspectives. The next stage involved with interviews with the team members to collect the information regarding team process more thoroughly. The results suggested that (1) Inter-organizational relationships positively affect the inter-organizational team process. (2) Project Characteristics also play a role in the team process of inter-organizational collaboration. (3) Inter-organizational team process have positively influence on the performance of inter-organizational collaborative teams. (4) Managerial mechanisms, such as mutual learning, and organizational culture, also have influences on the team process and team performance of inter-organizational collaborative teams. However, we had few findings about the team incentives program or any other formal mechanisms that promote the team process and team performance.

在知識的理論中，最惹人注目的問題之一，就是概念和知識怎樣產生，以及經驗與新的組織有什麼關係，在這個問題上有兩大對立的理論：行為主義與認知主義。在認知主義□又有一個很重要的關鍵點，就是探討出「人何以得知」的疑問，而這個疑問經由許多學者的研究仍沒有一個整合性的概念。架構在學習認知的這個疑問下，本研究利用Weick「釋意」概念做為理解的工具，針對學生的複雜學習歷程進行分析，採用個案研究的方式來進行，以了解學生如何將學習環境予以結構化、理解、詮釋與分析，最後採納行動並進行預測。 資訊系統專案開發一直是資訊相關科系必要訓練之一。雖然此類資訊系統開發的規模不如業界，但是從學校教學的角度來看，透過一些實際個案的演練，學生應仍可獲得實務開發的經驗累積。而此種專題式的學習主要的重點在於學生如何運用團體的力量來獲得最佳的學習效果，因此團隊如何組成與運作，還有後續學習策略的運用對學生來說都是相當重要的。本研究個案一即以資料庫系統開發的十組學生團隊進行觀察，了解他們如何從自己的定位、組員的互動、領導角色的扮演到團隊集體共識的形成，而研究結果發現許多與實務專案團隊運作上相當不同之處，例如團隊領導與團隊情感的關係，分工型態的演變等。個案二建基於個案一的研究結果上，觀察學生的團隊狀況與他們所採行的學習策略之間的關係，研究結果亦發現學生之學習策略均建基於對團隊的認同上，對於學習環境的不同釋意也會影響所採行的學習策略。 最後本研究從團隊合作與學生學習策略的說明來補足認知理論的不足，並以多層次的分析架構，從學生個人認同、團隊認同、班級認同逐層擴展，確立在專題式學習中個人地位、團體地位與組織地位的重要性，同時共提出十二大命題說明研究結果。 / From the perspective of the theory of knowledge, the most critical question is how concept and knowledge are produced, what are the relationship between experience and the new group. There are two opposing theories of this question: the association theory and the cognitive theory. In cognitive theory, the key point is to confer the doubt of how people get knows. Based on the cognitive theory, this research explored students’ sensemaking in the team formation, operation, and learning strategies through observation and interviews. Developing an information system is a requisite training for all MIS students. The learning activities include system analysis and design, database, programming, team working, schedule planning, etc. Such a project-based leaning, a database management course, was chosen by this study. There were two cases. In the first case, this research observed ten student teams to interpret how sensemaking to be a central activity in the construction of both the learning environments and the environments it confronts. Students continuously interpreted the meaning of learning environments, adjusted their steps with other team members in order to finish an information system. The results indicate that the characteristics of student project teamwork are different from the real world. In the second case, this research explored the relationship of team working and learning strategies. The findings show that students adopt learning strategies through their organization identity. Different interpretation of environment cause distinct learning strategies that students use. Finally, this research provides complementary explanations to the cognitive theory and uses multi-level theorizing model to replenish students sensemaking process. Twelve propositions are introduced to understand the IS development process from students’ deep insides.

在學術領域之中，其過去對於新藥產業的研究大多集中於「新藥發展策略」、「產業環境分析」與「智慧財產權策略」等領域，而探討新藥研發各階段之團隊組成與運作模式的研究仍然極少。 本研究以個案訪談法為主要研究方式，深入探討兩家台灣新藥研發公司（包括基亞生技、台灣微脂體），並以『新藥研發流程』與『技術知識特質』兩個構面來探索其對於『新藥研發專案團隊運作』之影響。 所得到的初步研究發現包括： 1. 新藥研發專案各階段中，技術知識路徑相依程度與技術知識系統複雜程度呈現負相關，當路徑相依程度越高時，系統複雜程度則越低。 2. 新藥研發專案隨著階段的推進，專案團隊的組成與結構也會隨之產生變化，臨床前與臨床試驗皆有不同的團隊組成與結構。 3. 技術知識系統複雜程度會影響新藥研發團隊組成的異質/多元程度：技術知識系統複雜程度越高，其團隊組成的異質/多元程度越高。 4. 技術知識路徑相依程度會影響團隊採取何種團隊運作策略：（1）路徑相依程度愈「高」或是愈「低」，專案團隊會傾向採取「自行發展」的團隊運作模式；（2）路徑相依程度為「中」時，專案團隊會傾向採取先執行「初步研發」活動之後，再與外部廠商進行「合作研發」。 5. 技術知識路徑相依程度會影響新藥研發專案各階段的團隊類型：（1）技術知識路徑相依程度愈低，專案團隊會傾向採用「重量級」、「自主型」的團隊運作模式；（2）技術知識路徑相依程度愈高會傾向採用「功能型」、「輕量級」的團隊運作模式。 6. 技術知識內隱化程度愈高，該專案在團隊運作上愈容易將外部成員視為內部團隊，甚至在團隊組成上直接將外部成員納入內部團隊之中。 7. 在臨床試驗階段，試驗主持人的過往經驗為成功關鍵之一。 8. 新藥研發廠商若擁有先導研發的能力，可以減短研發時程與成本。 / Most of previous the studies on pharmaceutical industry have been focused on the development strategy, environmental analysis and intellectual property. Very few of them emphasize the stage of new drug development concerning the project team management. This study uses technological knowledge characteristics (path dependence, complexity, and explicitness) and drug development process (drug discovery, non-clinical, pre-clinical, and clinical ) to explore the effect upon project team management. The result of this study： 1. In every stage of new drug development, the path dependence and the complexity of technological knowledge have significantly negative correlation. 2. When the new drug development project evolves into the clinical stage, the structure of project team will be different. 3. The complexity of technological knowledge can affect the composition of team members. If the complexity of technological knowledge is higher, the complexity of members is higher. 4. The path dependence of technological knowledge can affect the development strategy. If the path dependence is higher or lower, the team members prefer “inner development”. If the path dependence is medium degree, the team members prefer “primary inner development” and then “cooperative research and development”. 5. The path dependence of technological knowledge can affect the team structure. If the path dependence is higher, the enterprise prefers “Heavyweight team structure” or “Autonomous team structure”. If the path dependence is lower, the enterprise prefers “Lightweight team structure” or “Functional team structure”. 6. If the explicitness of technological knowledge is higher, the enterprise intends to recruit team member from outside. 7. In clinical stage, the practice investigator can be key person of the success. 8. If the enterprise has the ability of “primary inner development”, the time and the cost of the new drug development can be reduced.