本研究透過三個台灣大型MNCs(集團企業)的深度訪談，期望了解集團成員入如何產生與移轉特定地主國知識的議題。台灣MNCs(集團企業)在國際化時，地主國環境不同於母國，使得台灣MNCs(集團企業)海外成員不足以利用其擁有的經驗與知識去因應環境差異所產生的挑戰與問題，而需要產生新的解決辦法。台灣MNCs(集團企業)海外成員所在地之經營環境與母國環境有差異時，其處理方式有二：規劃性(定期會議處理各階段所面臨之問題)及隨機性(臨時會議對於臨時狀況進行處理)；另外，在地主國發生的突發事件亦會產生地主國知識。當集團海外成員所面臨之經營環境與母國環境差異越大者，所產生特定地主國知識的量會越多。 透過每次在該地主國設廠及執行每一次新產品發展流程的經驗過程中各階段中因為與地主國環境介面互動而產生特定地主國知識，所以台灣MNCs(集團企業)是以漸進方式累積集團成員在特定地主國面對問題解決問題的方法。當遇到問題越多時，台灣MNCs(集團企業)海外子公司特定地主國知識累積速度越快；但每種特定地主國問題的解決方法是需要各階段多方人員不斷地溝通才能產生的，所以當內外部溝通成本越高時，會減緩海外成員累積特定地主國知識累積速度；為了加快累積特定地主國知識，台灣MNCs(集團企業)大量借助資訊科技及人員面對面溝通，期望加速溝通效率以因應快速變動的環境。 在同一地主國，透過三個台灣大型MNCs(集團企業)的深度訪談發現，台灣MNCs(集團企業)在特定地主國知識移轉機制路徑有三，且在探究過程中發現海外總部(OHQs)的存在，所以進一步探討，在特定地主國中，集團成員間移轉地主國知識時，海外總部(OHQs)所扮演的角色及其存在的價值；在取得這個知識的過程中，有哪些因素會影響移轉機制中正式化機制與非正式化機制使用比例？知識移轉時，正式化機制與非正式化機制之間是一個連續帶的概念，而影響集團成員間知識移轉機制選用時，正式化與非正式化機制搭配比例的影響因素包含：知識特性、子公司自主性、知識情境鑲嵌性、經營模式(產品相似性、技術差距性)以及地理距離。 台灣MNCs(集團企業)在知識移轉制度建立初期，較仰賴非正式化機制，隨著制度建立完備程度增加，正式化機制使用的比重提高，但是非正式化機制對於知識移轉機制的效力仍然存在於中高階主管層級，對於基層主管及員工而言，則會完全仰賴正式化機制，以確保自身工作上的權責釐清。台灣MNCs(集團企業)進行國際擴張時，海外成員初期國際化知識是從MNCs總部遺傳而來。台灣MNCs(集團企業)海外成員間特定地主國知識移轉路徑有三：1)透過集團總部(HQs)移轉、2)子公司間移轉及3)透過集團海外總部(OHQs)。本研究認為當台灣MNCs(集團企業)總部在特定地主國設立集團海外總部(OHQs)後，集團海外總部(OHQs)在特定地主國知識移轉上會取代集團企業總部的角色(意即地主國知識移轉時，路徑三會取代路徑一)。 台灣MNCs(集團企業)國際策略在大陸拓展的廣度(各個集團成員(產品不同)赴大陸投資)及深度(負責新產品發展流程階段越多)增加，使總部須處理的專業知識涵蓋範圍廣且處理資料量大，對於位於台灣的MNCs(集團企業)總部而言，處理資訊成本是很高的；再者，集團在大陸據點越多，對於總部監督成本上亦是很大的負擔，所以在大陸設立海外總部(OHQs)，以與集團總部進行某種程度的分工；同時，當世界各地子公司均需將地主國知識回傳至台灣MNCs(集團企業)總部時，台灣MNCs(集團企業)總部即將面臨很複雜的處理及整合成本，所以海外總部(OHQs)有存在的必要。台灣MNCs(集團企業)設置的海外總部(OHQs)所進行的交流、整理及儲存的資訊較複雜和多元化，其設立目的包含：降低監督成本、降低整合成本、降低協調成本、降低知識移轉過程中由於資訊不對稱所產生的無效率情形。集團海外總部(OHQs)亦促進地主國集團成員間知識快速流通，且將知識從母國或其它地主國之集團成員處引入，也就是大量的知識流入與流出的主要樞紐。當集團型態是屬於聯邦分權式時，集團海外總部(OHQs)的設立是有困難的。集團海外總部(OHQs)可能設立在主要市場地理居中位置、交通便捷之處或離知識最接近的地方，以降低「集團」海外成員開會時的交通成本。 集團海外總部(OHQs)是在集團總部(HQs)監控下創造出其在特定地主國知識移轉扮演的角色獨特性及存在必要性，為避免集團海外總部(OHQs)憑藉結構洞角色壟斷所有特定地主國知識，進而取代集團總部(HQs)，集團總部(HQs)透過其與集團海外成員間稽核性連結及其對集團海外總部(OHQs)的正式控制(包含所有權控制及組織層級控制)來防堵集團海外總部(OHQs)坐大，以有效管理集團海外總部(OHQs)。 正式機制與非正式機制間是一個連續帶的概念。然而，在移轉過程中，哪些因素會影響到正式與非正式機制搭配的比例呢？ 當海外成員自主性高時，採用正式化機制強迫集團海外成員間進行知識分享，亦搭配非正式化機制的社會互動，來緩和彼此間因競爭所產生不願意分享的情形；當知識的情境鑲嵌性程度越高，越需要使用非正式機制來縮小正式機制中知識再利用的可能性；當產品相似性很高，知識來源者與接收者若能搭配少部分(短時間、次數少)的人員互動，便能加快知識再利用的速度；當技術越接近時，知識需求方較可準確地預估需求單上的要項，雙方技術差距越大，越需要仰賴非正式關係使知識來源者願意「多」花時間來教導知識接收者；當集團成員地理距離愈遠時，透過正式化機制，如海外總部(OHQs)進行地主國資料蒐集以避免資訊不對稱造成的知識移轉障礙，以克服因為地理距離所產生的知識移轉障礙。 / Knowledge about host countries and international environment is needed when firms enter international markets. A firm encounters more challenges when it enters a new market with no knowledge. After entry, it then can gain valuable experiential knowledge about the host country (i.e., host-country-specific knowledge) and this knowledge is helpful for further operation in the country and internationalization (Yu, 1990). A firm can gain hands-on knowledge by operating in a host market and then it can filter the information gained into forms it needs for internationalization later on. The purpose of the study addresses host-country-specific-knowledge generating and accumulating by overseas member firms in business groups by identifying factors that affect how business groups from an emerging economy transfer host-country-specific knowledge among their group members. We have found that formal and informal mechanisms were helpful in facilitating the transferring of host-country-specific knowledge. In the literature, it is often assumed that knowledge can be easily and automatically transferred within business groups. Our study confirms that business groups do transfer knowledge among subsidiaries purposely and has also demonstrated that some mechanisms are needed to realize this intent. While the business group’s network provides a platform for facilitating flows of host-country-specific knowledge, the mere existence of such a network does not automatically result in knowledge transfer. From managerial viewpoint, both formal and informal mechanisms should be in place to promote and encourage host-country-specific knowledge transfer. Gaining a good understanding of the mechanisms contributing to knowledge transfer is strategically important for knowledge management. Regarding the use of mechanisms, our results indicate that the buildup of internationalization knowledge can go along with a firm’s development in foreign markets and also can allow for accumulation of various types of knowledge. The more significant the difference between the contexts encountered by foreign subsidiaries and headquarters is, the more the quantity of knowledge the former will create regarding the host country. When foreign subsidiaries encounter similar problems within a tight time frame in a host country, the accumulation of knowledge about the host country will be faster. In the early stages, setting up knowledge transferring system relies more on informal mechanisms. The more mature the system is, the higher the proportion of formal mechanisms is used. However, although informal mechanisms are effective for chief executive officers and senior vice presidents, primary executives and operators rely solely on formal mechanisms in order to clarify responsibilities. With more important strategic position of the host country, the headquarters will establish overseas headquarters in order to quickly respond to the market requirements. In a specific host country, overseas headquarters, established by the HQs, may substitute for the headquarters in transferring host country-specific knowledge among member firms via formal mechanisms. When a business group belongs to federal decentralization, external market mechanisms will be adopted to transfer knowledge among its member firms. The overseas headquarters hardly governs transferring knowledge among overseas member firms and the headquarters. When the overseas headquarters is established, the headquarters adopts auditing connection to prevent the host country from monopolizing host-country-specific knowledge. A headquarters can successfully implement multiple formal and informal mechanisms for knowledge transfer. With respect to knowledge transfer, the higher the level of subsidiary autonomy, the greater the necessity the headquarters rely on formal mechanisms to transfer host-country-specific knowledge among member firms. Encouraging sharing within a business group through some managerial mechanisms can wear down the negative influence caused by opportunism and information asymmetry on the part of the subsidiary and the inter-member competition for the transfer of host-country-specific knowledge. Overseas headquarters accumulates a vast experience and are capable of absorbing, transferring and applying knowledge adequately. They can transcend the geographical limitations and establish good cooperation relations between knowledge originator (the subsidiaries in the host country) and knowledge receiver (other sister firms and the headquarters), warranting the success of the knowledge transfer. Provided that knowledge is tacit, information technology is necessity in transferring knowledge initially documented while social interaction is needed in transferring the rest knowledge embedded in persons. Finally, product and technology similarity are factors affecting how headquarters rely on formal mechanisms in transferring knowledge among member firms.

本研究的主要目的在探究以想法為中心的教學設計對大學生學習歷程與知識信念的影響。本研究透過知識論壇 (Knowledge Forum，KF) —一個以知識翻新（knowledge-building）教育理念為核心所建立的數位學習平台—來記錄學生的學習歷程。研究設計採個案研究法，以一個班級為研究單位，藉由多元資料的蒐集，以深入瞭解知識翻新教學對大學生在學習歷程上的影響。研究對象為某大學修習「生活科技概論」課程之22位學生。 資料來源包括：(1) 知識論壇上的學習筆記(note)—即學生整學期在知識論壇平台上的貼文與對話記錄；(2) 期末科技成品與影音記錄—即課程中學生所設計科技產品的期末發表; (3) 期末反思—即學生的期末學習心得; (4) 知識信念問卷(Chan & Elliott, 2004)的前後測資料。 本研究依據資料分析結果提出以下三點主要結論: (1)協作式的知識共構活動可以幫助學生跳脫傳統以個人為中心的學習方式，並進而以集體想法交流的形式來共構知識；(2) 從學生在科技產品上的創意表現可知，學生已逐漸能體認到知識是可以被創造的，人人都有能力創造知識；(3) 學生經過一學期的知識建構過程後，在知識信念上也有部分轉變，特別是在「天賦能力」的面向上，傾向學習能力並非天賦且不可改變的觀點。 根據上述結論，本研究在教育實務上提出以下三點建議：(1) 教師應多運用想法中心的教學設計，以培養有自主想法的學生，並藉此激勵學生積極參與學習社群中的知識共構活動；(2) 教師應將知識創造的能力視為學生學習的關鍵能力，以培養學生面對未來職場所需的競爭力；(3) 師資培育機構應注重師資培育生在知識信念上的發展，並協助其養成更具建構取向與學生中心的教學信念。 關鍵詞：想法中心、電腦支援協作學習、知識翻新、知識信念、主動學習 / The purpose of this research was to investigate the effects of idea-centered education on college students’ learning progress and change in epistemological beliefs. An online collaborative knowledge-building environment—Knowledge Forum (KF)—was employed in this study to document the process of students’ idea generation and development, as well as their belief change. This study employed a case-study design, using a college class as a unit for investigation, with multiple datasets collected to understand how knowledge building might affect students’ learning process and outcome. Participants were 22 students (16 females and 6 males) who took a course titled “Introduction to Living Technology” in a university, Taiwan. Major data sources include: (1) Students’ online discourse recorded in a KF database; (2) Students’ final presentations about the technology products they designed (the presentations were videotaped); (3) An open-ended survey employed to elicit students’ reflection on what they did and learned from this course; (4) A belief questionnaire, adopted from Chan & Elliott (2004), which was administered in the beginning and at the end of the course. There were three main findings: (1) An idea-centered approach was found helpful for students to move away from individual-based learning to taking more collective responsibility in their knowledge advancement. It was found that with support of KF, students were able to engage in continuous idea exchange and improvement; (2) As evidenced in students’ performance on the design of creative technology products, it was suggested that students have gradually realized that knowledge can be created and that all humans has potential to create knowledge; (3) After doing knowledge-building for a whole semester, the participating students also shifted their’ beliefs to become less inclined to believe in inborn ability as a fixed quality. Building on the findings, this study made the following suggestions: (1) To foster student capacity for more autonomous learning and collaborative knowledge building, teachers should try to encourage students to work with ideas and to engage them in sustained idea improvement; (2) Teachers should regard knowledge creation as a key ability that students need to acquire in order to face the competitive workplace in the future; (3) Teacher education programs should pay attention to the development of students’ epistemological beliefs, and to help student develop a more constructivist-oriented and student-centered teaching beliefs. Keywords: idea-centered, CSCL, knowledge building, epistemological beliefs, active learning

顧客逐漸重視感性價值，使得強調感性、氣氛、感官等無形體驗的消費文化興起。「體驗行銷」的具體概念逐漸成形，企業的行銷手法不再單純強調功能性利益，而更強調在顧客體驗上。另外由於生活習慣的改變、週休二日的實施、居家生活美學風氣的興起等等，讓許多人開始注重居家生活品質。現代的居家用品通路提供多樣化的選擇和服務，顧客藉由挑選家居用品與自行佈置的過程，達成一種個人化與自我風格的實現。而體驗行銷在這類通路上尤其為重要的行銷策略，因此本研究欲討論在居家用品零售通路中，體驗行銷與品牌權益間的關係。品牌權益構面之間，彼此又有密切的關係，且會相互影響（Aaker, 1991; Biedenbach and Marell, 2010），因此本研究進一步探討體驗行銷與顧客基礎品牌權益來源─品牌知曉、品牌聯想、品牌忠誠度、知覺品質間的關係。 　　本研究另外一個重點是生活型態對體驗行銷與品牌權益之間關係的影響研究。個人的生活型態會影響到消費決策與行為，消費者為了表現自己的生活型態，或是向其他人展示生活型態，他們會需要與自己相符的生活型態品牌（Schmitt, 1999）。消費者也會因為自身的生活型態或是追求的目標不同，而對同樣的商店有不同的感覺（Puccinelli, Goodstein, Grewal, Price, Raghubir and Stewart, 2009），因此本研究進一步想要探討體驗行銷與品牌權益間的相關性，會不會受到生活型態的影響。 　　本研究結果如下： 1.體驗行銷與品牌權益存在正相關。 2.體驗行銷與消費者對品牌知曉的程度、消費者對品牌聯想的程度、消費者知覺品質的程度、消費者品牌忠誠的程度皆存在正相關。 3.自我風格之生活型態對於體驗行銷與品牌權益之間的關係存在干擾影響，當自我風格較強時，體驗行銷與品牌權益的正向關係要低於自我風格較弱的情境。 4.重視家居生活之生活型態對體驗行銷與品牌權益之間的關係不存在干擾影響。

国立情報学研究所で電子化したコンテンツを使用している。

過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。 研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。 研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。 最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。 / The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities. In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored. The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction. Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22017号 / 人博第907号 / 2019||人博||907(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 内田 由紀子, 教授 船曳 康子, 教授 齋木 潤 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第20544号 / 教博第207号 / 新制||教||169(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 明和 政子, 准教授 森口 佑介, 教授 齊藤 智 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(法学) / 甲第21510号 / 法博第227号 / 新制||法||165(附属図書館) / 京都大学大学院法学研究科法政理論専攻 / (主査)教授 山本 敬三, 教授 吉政 知広, 教授 橋本 佳幸 / 学位規則第4条第1項該当 / Doctor of Laws / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第19390号 / 文博第697号 / 新制||文||625(附属図書館) / 32415 / 京都大学大学院文学研究科行動文化学専攻 / (主査)教授 伊藤 公雄, 教授 松田 素二, 准教授 太郎丸 博 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

本研究旨在探討現行《普通高級中學必修科目「公民與社會」課程綱要》，各版本的公民與社會教科書，與人權保障及法治觀念相關的課程內涵及教師認知。並藉由憲法學對人權保障及法治觀念的典型見解，檢視現行教科書與教師認知，所傳授給學生的學習內容，是否符應於其中對人權保障及法治觀念的認識。最後再根據分析結果提出對當前公民與社會教學現場的幾點建議。 　　經文獻分析與訪談結果，本研究發現：99課綱的高中公民與社會教科書，在人權保障及法治觀念的內涵傳遞，已較過往研究的內容偏差情形，獲得相當程度地改善。如對人權的保障，已符合典型見解對基本權的詮釋，並於弱勢人權的教學內容，得見身心障礙者、原住民、同性戀、環境權與校園人權等新興人權之說明。而在法治的刑法單元處，雖仍存有部分犯罪防治的觀念宣導，但其比例已較以往的威嚇成份少了許多，並藉由探討刑法存在的目的，引出當中對基本權的保障，而此乃是過往研究中未曾發現。其次，就受訪的十四位教師認知得見，教師們對人權保障及法治觀念的理解，在對比憲法學的典型見解後，呈現相當參差不齊的教學認知。故我國的人權及法治教育，實有很大的問題是在教師本身觀念及素養的不足。最後，因我國的教學現場仍受制於升學主義與校園管制環境的影響，故在人權保障及法治觀念的推動，仍有流於形式及口號之嫌，而未能內化為教師與學生們普遍認可的情感。