本研究主要探討，在牽涉到不同專精知識領域的產品研發與創新時，研發人員在溝通上所遇到的障礙。採用質性研究方法，研究以「先進無線生醫保健監測系統」學界開發產業技術計畫為例，探討其團隊在執行研發整合時所遇到的跨專業知識領域上的溝通情形。本研究透過參與觀察與訪問的資料蒐集方法，了解不同知識領域科學家溝通的過程及行為，以期提供企業在該如何管理、組織和整合「知識」上的參考。 研究發現，不同的專業知識領域的科學家，其專業知識養成過程不同，造成對產品的概念與語言不同，因而形成不同的地域性知識(Local Knowledge)。這些地域性知識的黏著性(Stickiness)強，會在溝通合作上造成知識疆界(Knowledge Boundary)的問題。本研究將描述此種知識疆界的樣貌，並描述運用疆界物件(Boundary Objects)來幫助溝通的模式。

近年來，許多企業希望透過不同領域的專家彼此合作，為組織解決日益複雜的難題。然而，跨專業團隊的合作過程充滿挑戰，過去文獻多專注於如何提升知識分享的效果，卻忽略了許多關鍵新知識必須由跨界團隊合作探索而來。在面對陌生情境下，這樣的探索尤其重要，例如：開發新產品、啟用新製程，但我們至今仍對跨專業社群如何合作探索的過程所知甚少。 為了探究這個議題，本研究採用民族誌的方式，追蹤半導體晶圓廠工程師如何在複雜的生產系統中解決跨專業的維修難題。過程中，工作者常常必須面臨因果錯綜複雜、責任歸屬不清、跨界溝通不良所導致的合作困境。研究發現要解決這樣的困境，工作者必須運用疆界物件引發三種工作實務：解讀現象背後的因果、改變合作關係、整合跨界知識，才能找出問題核心並對症下藥。 根據本研究發現，如果我們能了解工作者在特定情境中的學習過程，便可提升既有的知識管理與疆界物件理論。在實務議題上，本研究的發現也能幫助現有員工培訓與跨專業溝通方式。 / Recently, more and more companies are gathering different types of specialist in order to solve increasingly complex problems. But the efforts paid in the process of cooperation are challenging for enterprises. Previous researchers had focused on the transfer and share of cross-disciplinary knowledge. However, they neglected the fact that some critical knowledge must be learned by collaborative exploring in terms of particular situation. To understand this issue, an ethnography study was used to examine the process of trouble shooting undertaken by engineers who encountered complex problems in the fabrication of semiconductor wafers. This thesis addressed three primary challenges faced by engineers. First, the nature of the problem may not be defined appropriately at the beginning. Second, responsibility may not be clearly attributed by cross specialist team who is in charge of investigation. Third, without comprehensive contexts of the practice, communication between engineers is problematic itself. To overcome the problem, engineers must be able to go beyond standard operating procedures so that they can find a new path of solution. This thesis argues that the use of boundary objects is an effective trigger of problem solving. The use of a boundary object is then described as a means of decoding the contexts behind the objects, reforming the relationship of cooperation, and integrating knowledge systemically. These findings suggest that theories of knowledge management and boundary objects could be improved organically by considering what people do and how people learn in practice. Furthermore, these findings bring us practical implications of employee training and cross-disciplinary collaboration.