隨著世界經濟全球化的進展，貿易、投資和金融自由化已成為不可改變的發展大趨勢，同時伴隨資訊科技的蓬勃發展而導致「數位經濟」或「知識經濟」的出現。充斥在我們週遭的”0”與”1”不停地跳動著，資訊的傳、輸、存、送和呈現總在微瞬之間。以有限的資源，穿梭在無限的資訊流中，如何擷取有益的知識，並透過價值認知的學習過程，將之轉化為有用的知識與技術，將是競爭力良窳的關鍵所在。因此，在此時代洪流中如何體察環境變遷、科技發展脈動以及組織與員工的需求，協助員工與組織共同學習，並運用各種策略、制度或方法，以提昇績效展現其附加價值，已成為人力資源發展的重要目標，而如何透過知識管理理念的引進與落實，提高公務人力素質，更是公務人力資源發展部門最迫切的課題。 吾人知道人力資源的重要性對於公、私部門來說早已是不證自明，相關的研究與論證亦是汗牛充棟，但在知識管理與公務人力資源管理與發展結合方面卻仍無人研究，僅見少數文章之發表，甚為可惜。因此，本研究站在組織變革的角度，認為公務人力資源發展部門肩負起培育高素質公務員的責任並以傳遞知識為主要任務，本身的革新更要走在時代的前端，以身作則來標竿學習最佳管理實務，除了做好知識管理的各項流程活動外，也必須配合知識管理的三大促動因素面向來加以轉型。在經過實地訪談之後，本研究發現到個案雙方在推動知識管理的作法方面都幾乎已符合理論上的要件，算是有了蠻成熟的基礎，惟仍有一些不利因素尚待克服，所以本研究提出五個面向的建議，以作為公務人力資源發展部門在實踐知識管理時的參考。 關鍵詞：知識、知識經濟、知識管理、知識資本、實務社群、公務人力資源發展

在快速變動的環境下，全球企業致力於持續創新以維持競爭優勢。創新是不同知識重組的過程。技術知識與顧客知識成為建構知識互補，達到創新的重要因素。過去的研究著重於測試互補效果的存在以及對於結果的影響。然而，針對知識互補的過程缺乏詳細的瞭解。本研究的目的即希望經由瞭解技術知識與顧客知識如何互補達到創新的過程，對於知識互補建構完整的概念。本研究包含兩個研究問題: (1) 如何定義兩種組織知識（技術知識與顧客知識）的知識互補？(2) 組織如何管理知識互補（技術知識與顧客知識）以達到創新？ 本研究經過反覆的文獻探討及深度個案訪談後，將知識互補定義為一種狀態，當某一種知識提供另外一種知識的缺乏，經過知識互動後增加為了達到某個特定目的的全部價值。此外，建構知識互補過程開始於察覺為了達到某個特定目標知識的不足，進而確認另一種知識來補足它。經過知識互動後，互動的深度及廣度有所變化，兩種知識可能逐漸增加或產生知識質變而達到創新。 本研究基於文獻探討及個案分析的結果提出五個命題。命題主要是針對知識互補的過程、階段及不同類型的知識互補進行探討。本研究發現知識互補有三種型態：基礎性互補、突現性互補及機會性互補。 本研究利用動態觀點分析研發及業務部門知識互動情形，進而瞭解組織建構知識互補的過程。這種過程導向的研究不僅發現知識互補的存在，更進一步解釋知識互補的建構過程。組織可藉由動態管理知識互動以建構知識互補的過程，來達到持續創新的目的。本研究著重於知識本身，知識互補的概念、流程及型態對於創新及知識管理提供未來進一步研究的基礎。 / Global enterprises are currently engaged in continuous innovation to compete and sustain themselves in the dynamic changing market. The development of innovation is a process of novel combination of different kinds of knowledge. Both technological and customer knowledge have been identified as crucial for building knowledge complementarity for delivery of innovation. Researches have examined the existence of complementarity between inputs and the effect of output. Nevertheless, detailed understanding of the process of knowledge complementarity development is still lacking. The objective of this study is to develop a complete concept of knowledge complementarity with a thorough understanding of how technological knowledge complements customer knowledge in the process of adaptation and innovation. There are two research questions, as follows. (1) How can we define knowledge complementarity between the two kinds of organizational knowledge (technological knowledge and customer knowledge)? (2) How do organizations manage knowledge complementarity between technological knowledge and customer knowledge for innovation? Through iterative analyses of the existing literature and examination of empirical data, this study clarifies the definition of knowledge complementarity as a situation in which one source supplies knowledge that another source lacks, thus increasing the total value for achieving a specific purpose through knowledge interaction. The process of building knowledge complementarity starts with sensing the insufficiency of knowledge for a specific goal and identifying sources that can satisfy the deficiency. Then, through knowledge interactions, the scope and depth of the knowledge of the interactive parties are increased and evolved, resulting in an increased innovative value for the specific purpose. Based on the literature review and observation of case studies of T Probe Card and Cyber Software, five propositions were formulated. These propositions concern the sequences of the process of knowledge complementarity and different types of knowledge interaction for knowledge complementarity. The three types of knowledge complementarity identified are: infrastructural complementarity, emergent complementarity, and opportunity complementarity. In different to the static view to examine the relationship between knowledge management variables, this study uses a dynamic view to understand knowledge interaction between R&D and sales department in the process of building knowledge complementarity. This process-oriented study not only examines the existence of complementarity but also provides the explanation for "how" something happened and the sequence of events leading to the outcome. Rather than placing focus on the interactive activities, the underlying point of this study is on the knowledge itself. Operationalizable indexes of the scope and depth of knowledge interaction have been clearly developed for the purpose of examining knowledge interaction and their interplay in different types of knowledge complementarity. The concept, process and distinctive types of knowledge complementarity provide essential input to innovation and knowledge management. Organizations intent to build sustained innovation capability could benefit from this study by dynamically managing knowledge interactions for complementarity of different purposes.

The purpose of this paper is to develop a comprehensive concept of knowledge interaction offering a robust understanding of how technological knowledge interacts with customer knowledge. There are three research questions: (1) How can we define the knowledge interaction between the two kinds of organizational knowledge (customer knowledge and technological knowledge)? (2) What are the indexes shaping the quality of knowledge interaction between customer knowledge and technological knowledge for innovation? (3) How do organizations develop innovation under the different forces driving the knowledge interaction? Through analysis of existing literature and examination of empirical data, this study will apply a theoretical framework and hypotheses to measuring the knowledge interaction between customer knowledge and technological knowledge.

本論文計一冊，約有五萬字，內分五章十六節其內容如下： 第一章：緒論 本章主要說明研究動機與目的、研究假設與研究限制。 第二章：文獻評述與理論探討 本章主要介紹市場模式的風險衡量、市場風險與會計變數關連性之文獻探討，認知風 險的觀念、及發展出本研究的架構。 第三章：研究設計與資料搜集 本章說明了本研究所使用的變數、資料收集的方法及分析資料所使用的技術與分析與 步驟。 第四章：資料驗證與結果 本章首先驗證會計變數與認知風險之關連性，其次再針對上項結果檢驗其對個別受測 者是否具有一致性，最後再檢驗認知風險是否可用來代表市場風險。 第五章：結論與建議 本章提出了本研究結論，並對後續研究者提出建議。

中文摘要 鑒於國內近年製造業大量外移趨勢，整體產業環境面臨巨大的威脅與挑戰，企業因應知識經濟大環境所需的競爭條件已逐漸轉變。知識經濟需要高效率而具自由競爭的工商經營環境。 本文定名為『知識園區經營策略探討』之研究，目的在研究台灣知識型產業園區的發展方向。用現在的觀點，參酌先進國家之知識型產業園區之經驗，探討具前瞻性的知識園區，並思考台灣所倡建之科學工業園區之轉型是否該有更好方向？此外本研究為顧及資料來源的客觀性及研究時間的限制，故本研究透過個案探討北歐、中歐…大陸等城市高科技園區經營策略與成功因素，其次思考政府與民間如何分工合作以及如何提高經營績效等課題。 本研究主要探討之內容為： 1. 政府所規劃的園區與由民間自行規劃開發的園區優缺點如何。 2. 參考國外成功園區規劃的案例，並歸納出主要成功因素。 3. 探討國內園區的成功因素，並利用四個競技場分析民間開發園區所具 備的優點。 4. 園區的成功與否，一般可分為先天性的驅動力量，與後天的成功因 素，如何利用這些參考指標，找出較適合台灣的知識園區的規劃方 向。 / Abstract According to the large amount of manufacture industry have been moved aboard in recent years, the whole commercial and industrial environment is facing to huge threat and challenge. Cause of the conditions of competition is change with the large surroundings of knowledge-based economy; business enterprise has to be changed by according to the changing circumstances. Knowledge-based economy requires high-efficiency and free competition circumstances of industry and business management. This thesis named, study of “Strategy for management of Knowledge-based Industrial Park”, the purpose is to study the trend of development of Knowledge-based Industrial Park in Taiwan. Use current point, consult and deliberate the experience of advanced countries, discuss the Knowledge-based Industrial Park that got better prospect; besides this, also to consider the transformation of Science-based Industrial Park that has been promoted to construct whether have better direction to transform. In addition, this study has been considering about the objectivity of data source and the limits of investigate period, so by case study of Strategy for management of High-technology Industrial park and their success factor in cities of Europe, United States and China. The next in order, is to think about how government and the private company perform a task by division of labor as well as increase the manage performance. The main research contents of this study: 1. What is the advantage and weakness between the industrial park that develop by government or by the private companies. 2. Conclude the key-success-factors that refers to successful Industrial Park plan aboard. 3. Discuss the success factor of domestic industrial park, make use of four arena analyze to found out the advantage that the industrial park development by private company that have. 4. A successful Industrial Park, generally separated to existed driving force and future key-success-factors, how to use those criteria to develop more suitable directions to plan Taiwan’s Knowledge-based industrial park.

本研究主要目的在探討臺北市國民中學的行政人員、教師兼行政人員及專任教師使用學校空間與設備及運用知識管理的情形，包括使用的每天平均時數、使用滿意度，並探討其認為規畫學校空間應考慮的重要因素，以問卷調查法、檔案資料內容分析法、觀察法、訪談法來分析未來知識管理空間的具體作為及可能的侷限性。在資料分析上，問卷調查以次數分配、百分率統計、F檢定、Cochran Q考驗、卡方考驗、多變量變異數分析、單變量變異數分析、單因子變異數分析、Spearman等級相關及Scheffé事後比較；檔案資料內容分析以次數、百分率作記錄說明；觀察及訪談以整理圖文記錄說明，最後研究結果發現： 一、知識管理運用及學校空間規畫上的相關概念及研究：(一)知識管理以訂定知識目標與確認知識、獲取知識與運用知識、知識分享與傳播、知識發展與儲存知識、評價與量測知識五步驟讓教育團隊經營有效率。(二)學校教職員在教學空間、行政空間及共同使用空間，皆以資訊管理系統為主軸發展經驗式學習、終身學習等知識內容。 二、臺北市國民中學教職員對學校空間與設備使用情形：(一)教職員對空間與設備能善加利用，使用資訊管理系統人數最多，教師兼行政人員使用行政空間與設備的時間最長。(二)資訊管理系統的堪用程度普遍受到教職員肯定，以服務年資五年以下的行政人員、教師兼行政人員在校舍面積大者對堪用程度最滿意。(三)教職員經常使用行政公佈欄、線上研習報名及查詢、線上教學教材或試題等資訊管理系統；設備以桌上型電腦、筆記型電腦、單槍投影機、印表機、掃瞄器為主。(四)教職員在教學空間及行政空間使用資訊設備情形相同，然而在不同空間有不同資訊設備配置需求、不同職務亦有不同需求程度。(五)行政人員較有機會使用各種資訊設備，其次是教師兼行政人員及專任教師。(六)教職員經常使用的教學空間是普通教室、教師辦公室、視聽教室、專科教室、教材製作室及圖書室。(七)教職員經常使用的行政空間是辦公處室、視訊(會議)室及簡報室。(八)教職員經常使用的共同使用空間是影印機、廁所、飲水機、活動中心及操場。 三、臺北市國民中學教職員運用學校知識管理空間情形：(一)學校網頁連結成功率高，部分網頁有動畫、有音樂載入讓人有互動感，但下載速度偶有遲滯現象、網站版面不常更新且計數器未準確記錄。(二)教務處使用公告系統最頻繁，其次是輔導室、訓導處，然而假期前後各處室更新篇數明顯下降。 (三)學校論壇發言次數較少、內容更新速度較慢，部分學校需要帳號與密碼，且多流於聊天功能較無知識性文章。(四)學校空間中運用知識管理步驟大部分進行第二步「獲取知識與運用知識」，尤其是在資訊管理系統(虛擬空間)及共同使用空間之中進行。(五)資訊管理系統進行「訂定知識目標與確認目標」、「獲取知識與運用知識」、在共同使用空間中進行「獲取知識與運用知識」、在教學空間中進行「知識發展與儲存知識」的情形顯著。(六)教師兼行政人員或服務年資五年以下的教職員，於學校空間中較會運用知識管理五步驟。(七)教師兼行政人員、服務年資五年以下的教職員及100人以下教師數的學校，較常於各學校空間運用知識管理步驟。 四、臺北市國民中學知識管理空間規畫影響因素與限制：(一)教職員規畫學校知識管理空間之主要影響因素依序為：「學校經費預算」、「教職員工作需求」、「教職員資訊科技能力」。(二) 教職員認為規畫資訊管理系統、行政空間及共同使用空間時應考量「學校經費預算」，其他空間依各職務有不同看法。 (三) 學校開放教學及共同使用空間供社區人士、學生家長共享的觀念已建立，但是資訊管理系統及行政空間的規畫有待加強。 根據文獻分析及研究結論，提出幾點建議學校規畫知識管理空間之參考： (一)學校應重新審視學校空間配置以規畫知識管理空間，讓知識管理空間的特性促使學校成員有機會接觸新知；(二)教育局應積極推展資訊融入教學，並鼓勵各校落實e化教育；(三)學校成員應該可以自主管理學校空間與設備，並由學校調查「資訊管理系統與設備需求」；(四)應有專責人員負責全校資訊系統，以推動全校學習資訊生活化；(五)學校應讓圖書室升級且加速、加強圖書資訊系統，以創造學校成員進修空間與時間為各校積極發展的教學資源中心、進修中心，或教學與行政研究中心(六)多應用社區資源幫助學校擁有知識管理空間，社區融入校園提昇親、師、生彼此互動關係。 / The purpose of this study mainly investigated the situation how middle school full-time administers, teachers having part-time position in administration and full-time teachers take the knowledge management to use school space and facilities in Taipei city, including average hours of using them a day, the degree of satisfaction and the influential elements. The questionnaire investigation, documents and archives analysis, observational technique and interview are used to help the study understand its limitation and the substantial methods of planning middle school knowledge space in the future Taipei city. About the data analysis, the study used Frequency Distribution, Percentile Points, F-test, Cochran Q test, χ2 test, Multivariate ANOVA, One-way ANOVA, Spearman Rank Correlation and Scheffé Method. Besides, the researcher also combined many interview records and pictures. The result of the study is as below: A. The related concepts and studies of using knowledge management and planning school space: 1. Setting knowledge goal and knowledge identification, knowledge acquisition and knowledge utilization, knowledge sharing and distribution, knowledge development and knowledge retention, and knowledge assessment are five steps of knowledge management that make educational teams work efficiently. 2. School teaching and administrative staffs all take information management system as a spindle to develop many knowledge contents, like experimental learning and lifelong learning in the teaching, administrative and the common-use spaces. B. The situation of using school spaces and facilities for middle school teaching and administrative staffs in Taipei city: 1. School teaching and administrative staffs can take good use of spaces and facilities for most people using information management system, and teachers having part-time position in administration take most time in administrative spaces and its facilities. 2. Most school teaching and administrative staffs satisfy the information management system on its fit-to-use degree, especially to the full-time administrators serving less than 5 years and teachers having part-time position in administration serving in larger size school. 3. About information management system, school teaching and administrative staffs always use on-line administrative announce, sign up or search on-line trainings, materials and test questions. About its facilities, they mainly use PC, notebooks, overhead sliders, printers and scanners. 4. School teaching and administrative staffs have the same situation while using information facilities in teaching and administrative spaces, but different space still has its different needs of information facilities, and people in different position also have different needs. 5. Full-time administrators have more opportunities to use vary information facilities; teachers having part-time position in administration and full-time teachers. 6. In teaching spaces, school teaching and administrative staffs always use ordinary classrooms, teacher office, audio-visual classroom, training classroom, material production classroom and library. 7. In administrative spaces, school teaching and administrative staffs always use offices, audio (meeting) room and reporting room. 8. In common-use spaces, school teaching and administrative staffs always use copy machines, washrooms, drinking fountains, activity center and playground. C. The situation of using school knowledge management for middle school teaching and administrative staffs in Taipei city: 1. School websites have high percentage of successfully-link, but their download speed are sometimes slow for most of them having animating images and musical backgrounds; even people have more senses of interaction, school websites are seldom updated to a new version, and even the counters do not record the numbers of guests correctly. 2. The academic offices use on-line system of announcement more frequent than the consultant offices and discipline office; however, offices update quiet few announcements before or after the vacation. 3. In most school forums need people to apply an account and set a code, so there are few speakers, preferring chatting rather than sharing knowledge, seldom post a new content. 4. In school spaces, most people take second step of knowledge management, knowledge acquisition and knowledge utilization, especially they are using information management system (virtual space) and common-use spaces. 5. The situation of using information management system to set and identify knowledge goal or to do knowledge acquisition and knowledge utilization are quiet different from people doing knowledge acquisition and utilization in common-use spaces and doing knowledge development and development in teaching spaces. 6. Teachers having part-time position in administration or teachers serving less than 5 years take five steps of knowledge management much often. 7. Teachers having part-time position in administration, teachers serving less than 5 years, or teachers serving in school with less than 100 school teaching and administrative staffs much often take steps of knowledge management in every school space. D. The influential elements and limitation to the middle school knowledge management space program in Taipei city: 1. Orderly, school teaching and administrative staffs, planning a knowledge management space are mainly influenced by school financial budget, the necessities, and the ability of using information technology. 2. School teaching and administrative staffs regard school financial budget as a key element while planning information management system, administrative and common-use spaces, but the viewpoint is different from other positions in other school spaces. 3. Schools open teaching and common-use spaces to communities and build up a sharing concept to parents; however, their information management system and administrative spaces still need to be improved. According to the literature and study result, following suggestions are worth to be referred: 1. In order to plan knowledge manageable spaces, schools should re-examine its spatial arrangement to let the characteristics of knowledge management increase the chance of getting news to the school members. 2. The Bureau of Education should promote E-teaching and encourage every school to practice E-learning positively. 3. School members should have rights to management spaces and facilities on their own, and schools could investigate their needs while using information management system and facilities. 4. There should be a commissioner taking responsibilities for the school information system for promoting the concept of learning information daily. 5. Schools should speed up upgrading libraries and its information system to become a teaching center, a further study center or a research center of teaching that school members could have more spaces and time to further study in schools.be 6. Schools should take better use of community resources, even have communities in schools, to help themselves own a knowledge management space and get chances to improve the relationship between parents, teachers and students.

論文摘要 治理模式主要有三個理想類型，分別是科層╱權威、市場╱價格以及社群╱信任。實際組織運作中，這三種治理模式是同時存在的。在知識經濟時代下，這些治理模式都能解決部分人類社會生活中所面臨到的問題，每一種模式都可被視為是解決社會問題或經濟問題的方法，但同時也各有其弱點和限制。科層治理模式因層級節制的特性有利於知識的快速擴散，但不利於知識的創新；市場治理模式因具有彈性與機會的特性有利於知識的創新，但卻不利於知識的分享；而社群治理模式無論在知識的創新或分享上都極為有效，但卻因社會資本的潛在的成本以及信任的風險，可能導致社群治理模式失靈。 故本文主張在知識經濟時代下的治理結構，應透過科層的規則確保穩定與公平、市場競爭確保彈性與機會、以及反思的信任來克服信任的風險，而後調整三種治理模式的分配結構，由重視傳統的科層治理模式與新公共管理強調的市場治理模式中，增加社群治理模式在治理過程中所扮演的角色。

摘 要 彼得•杜拉克於1969年提出「知識社會」及「資訊社會」這樣的概念。他認為在過去產業中存在的專業階級將逐漸被知識工作者所取代，先進世界逐漸由貨品經濟轉變為知識經濟，而管理型態也隨之改變為如何應付員工的頭腦，而非一味地想著如何控制員工的雙手。因此，今日先進的國家無不致力於智慧資本的發展，而現代的企業經營者也已經深切體會到唯有建構系統化的知識管理機制，才能保有其長期的競爭優勢。在知識已經儼然成為新經濟時代的關鍵競爭基礎下，企業對於知識的管理與運用亦成為取得競爭優勢的重要關鍵因素之一，而在企業知識管理的歷程中，企業可透過諸如人員、文件、資料庫、企業大學等方式來進行知識管理相關活動。其中，有鑑於政府近年來積極推動企業營運總部的設立，而吳思華教授曾指出，政府要推動企業營運總部的設立，必須要有一些配套政策，其中人才養成是跨國企業最著重的一環，因此政府必須要予以獎勵，鼓勵企業在台設立營運總部，並在台灣設立企業大學，培訓國際企業人才，讓台灣成為企業知識基地。 由於本研究主要是探討知識型企業的知識管理歷程以及企業大學在歷程中扮演的角色與運作機制。因此，本研究所選取的國內外公司皆擁有一定知名度與規模的教育訓練中心(企業大學)。本研究之研究發現如下： 1.歸納出知識型企業的知識管理歷程 2.知識在地性的高低程度會影響到知識萃取的成果 3.企業大學在知識型企業的知識管理歷程裡扮演相當重要的角色 4.企業大學的內部講師培訓制度有助於將組織過去的經驗傳承下去 5.企業大學所傳授的內容偏向管理方面的知識與經驗 6.四家公司皆因無法達到顧客的要求標準或是無法提供令顧客感到滿意的產品或服務而產生亟需解決的問題 7.萃取的成果可以分為作業流程方面與產品、服務方面 8.企業大學是主要的知識流通、分享的機制 9.在知識加值利用階段「種子人員」與專案小組成員扮演關鍵性的角色

由於企業所處的環境隨時都在變動，加上各產業企業間的競爭越來越激烈，使得企業必須進行轉型以求持續生存，就算是長期成功的企業也必須進行轉型，例如美國的電腦巨人IBM以及台灣的宏碁集團都已陸續轉型為全球資訊服務公司。由此可知，企業轉型已成為全球企業的重要課題之一。而在台灣，製造業 長期以來一直扮演著支撐國內經濟成長的主要動力，但隨著產業結構的改變以及加入WTO後所面臨的全球化激烈競爭，台灣的製造業也感受到轉型的壓力，其GDP佔比，也已從1991的31.1％，快速下滑至2006年的21.4％。由此可知，轉型已成為刻不容緩的重要課題。 此外，在知識經濟的時代，組織最重要的資產是人與組織知識，如何透過有效的知識管理以提昇組織知識的價值，則是企業所重視的關鍵性議題之一 。而本研究在搜尋資料的過程當中，也發現與知識管理相關的議題、文獻愈來愈多，有意或已進行知識管理的企業也越來越多，因此，我們可明顯地感受到企業界愈來愈重視知識管理議題的事實。而在本研究中，主要是將「企業轉型」與「知識管理」兩者結合，藉由探討台灣製造業中已轉型較為成功之企業，在轉型過程中如何進行知識管理以及轉型目標領域技術知識特質如何影響知識管理程序，以提供製造業中有意轉型之企業作為參考，使其在轉型過程中可藉由檢視其轉型目標領域之技術知識特質來思考其知識管理作為。本研究經由個案訪談以及次級資料的分析之結果如下： 一、 製造業中，多角化轉型成功企業在轉型過程中的知識吸收作為會受轉型目標領域技術知識特質影響。 二、 製造業中，多角化轉型成功企業在轉型過程中的知識創造作為會受轉型目標領域技術知識特質影響。 三、 製造業中，多角化轉型成功企業在轉型過程中的知識蓄積作為會受轉型目標領域技術知識特質影響。 四、 製造業中，多角化轉型成功企業在轉型過程中的知識擴散作為會受轉型目標領域技術知識特質影響。

為瞭解次世代顧客體驗之偏好傾向，本研究依據企業所能掌握的顧客知識與情境知識之內容，探討顧客對體驗的偏好，透過文獻的探討，找出六項可做為分析顧客體驗偏好的因素，包括屬於顧客知識的「個人特質」、「消費記錄」、「消費目的」、與「人口統計資料」等四部份，以及屬於情境知識的「消費環境情境」、與「個人身心情境」等兩部份。另外，在顧客體驗偏好的部份，本研究嘗試以顧客的觀點對體驗做出分類，並借用Maslow提出的五大人類行為需求來瞭解顧客對體驗的偏好傾向。主要之研究發現包括： 1. 除了再次認知顧客知識之重要性外，本研究亦確立了情境知識對於瞭解顧客體驗偏好之重要性。 2. 生活型態屬於感性導向之顧客，及在消費現場較得不到顧客服務之顧客，會有越偏好能得到生理需求體驗之傾向。 3. 處事態度屬於積極的引領潮流的顧客，及在消費現場得到不錯客戶服務之顧客，是屬於較高度偏好歸屬與愛需求體驗之族群。 4. 生活型態屬於感性導向之顧客，及消費目的是作為送禮之用之顧客，在自我實現需求體驗方面，會有較高程度的偏好傾向。 5. 努力成本及風險成本兩項決定產品特徵之因素，確實會對顧客體驗偏好產生影響。其中努力成本主要改變之體驗類型，包括生理需求及歸屬與愛需求體驗；而風險成本主要是影響之體驗類型，包括歸屬與愛需求、尊重需求及自我實現需求體驗。 透過本研究，企業須認知到不同的人在不同的情境下，會對體驗有著不同的程度的偏好差異；此外消費產品特徵之不同，亦會對顧客體驗偏好產生影響。因此，企業在推出體驗時，必須根據過往對顧客的認識，以及現場顧客之反應做調整，才能提供最適當之體驗活動內容予顧客，發揮「體驗」最大之效益。