本研究根據對公共關係實務工作者訪談，瞭解實務工作者認為大學公共關係本科畢業生應具備那些公關核心知識與技能，以及實務工作者對本科教育是否能達成實務專業任用標準的看法。並透過對同時在相關科系兼任授課的實務工作者深度訪談，整理這些具備公關產學雙重身份的受訪者對目前公共關係相關科系在課程目標及課程規劃安排上的看法與建議。 本研究發現，組織及商業管理知識是被較常提及的必備知識，媒體生態及議題建構的知識是所有的受訪者都會提到而且獨立強調的核心知識。研究方法、寫作技巧及語文能力則是最常被受訪者提及的重要必備技能。受訪者者也認為應該要讓學生知道公共關係有那些特定領域（「領域知識」），以及會遭遇那些溝通情境。應以各類公共關係個案情境（情境知識）來讓學生瞭解工具策略的多元性而不是生硬的學習SOP操作程序。 另外，公關本科生並未有就業優勢，但在校任教的實務工作者會更支持本科教育及人才任用。受訪者認為公關課程目標、課程基礎配套資訊以及課程銜接等相關問題都不清楚，業界老師對公共關係教育的付出並未被善用。而學生的學習地圖也並未能被做一個更好的規劃安排，學生無法掌握學習目標及學習策略。 本研究提出的建議為，1.對公關教育及課程任務與規劃應有明確的管理指標，以利教師授課、學生學習及實務業界溝通。2.應善用業界師資資源強化公關領域知識及情境知識教育。3.應鼓勵學生參與實習及實作課程並透過參與校外相關競賽瞭解教學實力。4.應務實面對科系現況補足重要核心知識課程。 關鍵詞：公共關係、公共關係教育、核心知識技能、課程目標、領域知識、情境知識 / This study aims to learn public relations professionals’ 1) perspectives on core knowledge and skills that students majoring in public relations should be equipped with; and 2) viewpoints on whether current university public relations education has been sufficient to assist public relations graduates for related job qualification. Through in-depth interviews with public professionals who currently teach public relations-related courses in universities, I probe their philosophies of teaching, perspectives on course objectives, strategies and plans of teaching. The results of the study indicate that organization theory and business administration were the frequently mentioned as essential knowledge. Meanwhile, getting to know of ever-changing media environment and ability of agenda setting among various communication contexts were essential capability that had been particularly emphasized by all interviewees. On the other hand, research methods, writing skills, and language proficiency were skills frequently addressed by interviewees. Interviewees point out the importance of advancing public relations students’ ‘domain knowledge’ as well as communication scenarios in public relations education. In other words, for the purpose of understanding the strategies and tools of public relations, ‘knowledge of contexts’ in public relations case studies, instead of knowledge of standard operating procedures of public relations practices, should be provided to students during teaching cases. This study also shows that public relations graduates have not owned advantages in competing for public relations job applications. However, professionals who also teach in universities tend to value public relations education more and favor recruiting public relations majors than those who haven’t had the experiences of teaching. Interviewees also expressed their concern of lacking of the public relations course objectives, basic course supplement information, and curriculum linkage, it is why they tend to think public relations education still have much room to improve. They stated that students will not be able to grasp the meaning of learning if they have not developed a knowledge map of public relations. In addition, public relations educators’ contributions to the learning of public relations should be better leveraged. Based on the study, the author offers the following suggestions. 1. Instructors should make teaching objectives and class management strategies clear, as well as course assignments and project arrangement logical. This will benefit lecturers in teaching, students in learning, and public relations professionals, who may serve as guest speakers in class. 2. Department should make the best use of the resources of lecturers from public relations practicum to strengthen the education of both domain and contextual knowledge in the public relations industry. 3. Department should encourage students to take the opportunities of internship programs and to compete for off-campus public relations contests so that students will have chances to reflect what they have learned in classroom. 4. Departments should provide core public relations courses based on what public relations has to offer. Key words: public relations,education,core knowledge and skills, course objectives, domain knowledge, knowledge of contexts

全球的經濟發展階段已進入知識經濟與服務經濟時代，在知識經濟與服務經濟的交錯發展下，服務業當中依賴專業知識或是特定技術或特定功能領域，並具有高附加價值之知識密集服務業，成為下一波的經濟成長動力。有鑑於知識是知識密集服務業創新的基本要素，知識密集服務業如何透過有效的知識管理提升組織知識的價值，進而不斷的產生創新性的產品或服務，以形成企業的競爭優勢，為企業在經營管理上的重要課題。 本研究將知識密集服務業之知識管理與服務創新模式相結合，探討當企業將知識管理作為策略性工具來實現服務創新的目標時，兩者之關聯性。同時，本研究並深入分析知識密集服務業之知識管理促動因子、知識管理活動以及服務創新的重要影響因素。本研究之研究對象是以一家在國內已推行知識管理多年，且服務創新相當成功的法律事務所作為代表性個案進行研究，並經由學理驗證得出以下研究結論： 在知識管理促動因子與知識管理之關聯性得出以下結論： 1.領導者的態度與明確的知識管理策略是知識管理成功的關鍵因素。 2.企業的團隊合作文化與信任文化越盛行，知識創造與擴散活動越容易進行。 3.資訊科技的選擇性導入，有助於提升組織知識吸收、蓄積與擴散的速度。 4.企業是否提供員工長期性的獎勵措施，會影響員工對知識吸收、創造與擴散活動的參與意願及貢獻程度。 在知識密集服務業之知識管理活動方面得出以下結論： 1.在知識密集服務業的公司，輸入及吸收外部知識是組織能持續進行知識創造的重要方式。 2.基於知識密集服務業之高專業性、高知識密集性的特性，人員的知識與技能是公司知識蓄積的主要載體。 3.知識密集服務業的公司採取以師徒制度為主，教育訓練為輔的人員訓練方式，對知識擴散活動有正面的影響。 在知識密集服務業之服務創新方面得出以下結論： 1.知識密集服務業的公司會根據市場變化與客戶需求來創新服務概念，以提升核心競爭力。 2.知識密集服務業之新客戶介面的重要創新因素，在於能依據實際及潛在客戶的需求特性，建立具有附加價值的服務平台，以提升顧客滿意度。 3.在知識密集服務業的公司，完善的人員教育訓練與人才培育是新服務傳遞系統的重要創新因素。 4.成功創新的知識密集服務業者，於新服務概念、新客戶介面、新服務傳遞系統三構面間的相互配合程度相當良好。 在知識密集服務業之知識管理與服務創新的關聯性得出以下結論： 1.知識密集服務業之知識吸收與創造活動，有助於加速新服務概念的形成。 2.知識密集服務業與客戶間的知識吸收與創造活動，有助於建構符合客戶需求之新客戶介面，並降低創新過程中不確定的風險。 3.知識密集服務業之知識蓄積與擴散活動，對新服務傳遞系統的進行有顯著的正面影響。 4.知識密集服務業將知識管理作為創新服務的策略性工具時，有助於加速實現服務創新的目標。 / In the 21st century, the world economy has two highly important developments: the rise of the service sectors and the growing role of knowledge. Especially, the service sectors have increased dramatically in recent years and they occupy a large share of the economy of advanced industrial societies. Among the service sectors, knowledge-intensive business services (KIBS) is strong momentum of the economic growth. As “knowledge” is a basic element of KIBS’s innovation, how to implement knowledge management effectively to enhance the value of organizational knowledge and make KIBS continually produce innovative products or services as well as create a competitive advantage is an important issue on business management for enterprises. This research aims to combine knowledge management with service innovation and to analyze when KIBS firms adopt knowledge management as a strategy to achieve the objective of service innovation, the relationships between knowledge management and service innovation. This research also describes the issues of knowledge management enablers, knowledge management activities and service innovation implemented in KIBS firms. Additionally, this research, through a case study conducted on a successful law firm in Taiwan, further explored the relationships between knowledge management and service innovation. The conclusion of this research may include in four aspects: 1.The findings of the research regarding relationships between knowledge management enablers and knowledge management in KIBS are as follows: (1)Leadership and clear knowledge management strategy are critical success factors in knowledge management. (2)The more teamwork culture and trust culture existed in KIBS firms, the easier knowledge creation and diffusion activities implemented. (3)Application of appropriate information technology in KIBS firms can enhance the speed of organizational knowledge absorption, accumulation and diffusion. (4)Whether enterprises can offer long-tem incentives to employees will affect employees’ participation willingness and contribution degree for knowledge absorption, creation and diffusion activities thereof. 2.The findings of the research regarding knowledge management activities in KIBS are as follows: (1)In KIBS firms, input and absorb knowledge from external sources is an important manner of continually facilitating knowledge creation. (2)Based on KIBS’s characteristics of high professional and high knowledge-intensive, personnel’s knowledge and skills are main carriers of knowledge accumulation in KIBS firms. (3)In KIBS firms, adoption of “mentoring-based, education and training-supplemented” as staff training methods will make positive impact on knowledge diffusion activities. 3.The findings of the research regarding service innovation in KIBS are as follows: (1)To enhance the core competitiveness, KIBS firms will create “new service concept” in accordance with market changes and customers’ needs. (2)In KIBS firms, a critical innovation factor of “new client interface” is whether they can build a value-added service platform in accordance with actual and potential customers’ needs so as to enhance customer satisfaction. (3)Successful education and training on employees is a critical innovation factor of “new services delivery system” in KIBS firms. (4)In successful KIBS firms, organizational interaction and coordination between “new service concept”, “new customer interface” and “new service delivery system” would be excellent. 4.The findings of the research regarding relationships between knowledge management and service innovation in KIBS are as follows: (1)In KIBS firms, through knowledge absorption and creation activities, it can speed up the formation of “new service concept”. (2)Through Knowledge absorption and creation activities between KIBS firms and their clients, it can assist KIBS firms in building “new client interface” and reducing potential risk in the innovation process. (3)In KIBS firms, knowledge accumulation and diffusion activities may make a significant positive impact on “new service delivery system”. (4)When KIBS firms adopt knowledge management as a strategy to innovate services, it can speed up to achieve the objective of service innovation.

21世紀的世界裡，大量利用知識經濟的創新加上資訊網路的日新月異，使市場加快建立更具效率化的商業模式、平台和電子交易。金融業也不例外的在各相關領域裡依賴科技技術的創新，增加金融服務業的效率及競爭力。尤其，繼民國九十年七月通過的「金融控股公司法」的法令開放後，結合國內金融相關產業的金融控股公司紛紛掛牌上市，每家金控都積極努力在找尋新的藍海策略與建立不同的商業模式與提供跨國金融服務平台，以期在這一場激烈的合併戰役中勝出。在複雜的融資交易或是投資服務活動後面，金融業面對的是如何客制化和建立屬於自己企業專屬的金融服務平台，不僅僅是在金融專業形象建立或是產品服務的多樣化，更用以滿足各層次的客戶需求、加快交易服務和在市場上擁有獨樹一格的企業核心能耐。筆者深信，在未來新金融商品發行的速度上每家金控大都不至於有太大的落差，但唯獨在資訊平台的競爭距離上卻是可以拉大的。這裡面的原因不外乎是因為：1. 資訊平台的建置需要投入大量的人力及財務資源、知識的投入整合並且需要花費較長的時間，2. 金融商品的know-how可藉由資訊整合後更加系統化並在使用上更具效率性，3.建置兩岸三地或全球性的平台服務將是必須，因為在產業競爭全球化趨勢之下，客戶更需要的是跨疆界的金融服務。 本研究乃以A銀行金融產品開發部門PM參與導入外部技術的過程中，探討外部新技術及工具是否能成為銀行核心能耐一環。並發現此次外部技術已結合經內化過程的金融商品的know-how及業務規劃的執行方向的外化過程；並且經由此專案的執行，打破過去因組織界線而從未整合過的產品風險屬性共識，這也是在專案在執行之初並未預期到的回饋價值。所以從專案的執行過程，我們瞭解到執行專案的成員雖然包含公司各不同的部門，但唯有放棄原來組織的包袱，並極力尋求共識一起解決問題，才能在專案上取的極具價值的內化經驗與知識。

在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。 研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。 研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。 根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。 / We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online. Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively). The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs. Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers' beliefs development.

當管理策略的發展開始從既有的「純競爭策略」，逐漸轉變為一種陰陽相依、競合相倚的觀念時，這種「陰」與「陽」同時存在或交替出現的「競合策略」便成為管理學者爭相研究的焦點。然而，即使有關於競合的理論與研究不勝枚舉，但是能以知識為探討的立足點，來瞭解廠商間創新研發競合關係的研究並不多見。再者，過去有關區域創新或是產業聚落的研究，多半強調合作創新，顯少討論區域內的競爭。進一步而言，對於區域內廠商在創新研發方面同時「競合並存」的研究，特別是針對「競爭導向的合作」與「合作導向的競爭」兩種創新競合的情境下，廠商間的知識分享與知識保護的情形，更是付之闕如。因此，本研究的目的，即在回應這些文獻缺口，對於廠商在不同的創新研發「競合關係」情境下，其知識互動的實際作為，做一深入的探究。 本研究在研究方法上採用多重個案研究方法，以全球最著名的區域創新系統之一台灣中部地區的工具機群聚為主要的研究場域。在研究的過程中，以兩階段的深度訪談，針對中部地區的工具機暨零組件產業之競合關係進行瞭解，並找出兩個特殊的創新研發競合案例。進一步地，針對此兩案例中廠商的創新研發「競合關係」與知識互動的實際作為，做深入的比較與分析。 本研究經歸納彙整研究命題後，進一步得到以下結論： 一、第三方單位在區域內廠商之創新研發競合關係與知識互動中扮演重要的角色，包括中介協調、主動催生與管理計畫、技術移轉與檢測驗證等。 二、廠商在不同的「競合關係」情境下，會因營運範疇相似度的不同，而有不同的知識分享類型與交流管道。在營運範疇相似度高的情況下，會以基礎理論知識來進行分享，且以正式的討論會議為主要的知識交流管道；在營運範疇相似度度低的情況下，會以應用層面的技術知識進行分享，在知識交流的管道上不僅會有正式的討論會議，還會透過非正式的方式進行交流。 三、廠商在不同的創新研發「競合關係」情境下，會因未來競爭的可能性與營業秘密的考量，而採取不同的知識分享方式，包括選擇性分享、不願意分享以及主動進行分享等。 四、廠商在不同的創新研發「競合關係」情境下，儘管知識保護的緣由不同，都會以契約內的保密協議做為最主要的知識保護方式。 在學術研究方面，本研究不同於以往的文獻從「市場」或是「資源」的角度來探究「競合關係」，而是以創新研發中最根本的要素–「知識」，來探究創新研發的「競合關係」。其次，不僅瞭解到第三方單位是促成競爭廠商形成合作研發聯盟的重要推手，亦從廠商不同的競合情境下，其知識互動的作為，整理出「知識互動的影響因素」。因此，本研究在學術研究上做出以下的貢獻： 一、過往競合方面的研究，主要是以一般性的策略領域為主，本研究則特別針對廠商在「創新研發」上的「競合」行為來加以探討。 二、過往的競合理論對於市場與資源的定義不夠完整與明確，且認為市場與資源是分別影響競爭與合作的不同要素。本研究更細緻地以「知識」的層次來加以探討，發現「知識」對廠商間的競合行為有很大的影響；此外，知識層次的觀點亦會使市場與資源間的界限變得模糊。 三、過往的競合理論概括性地提出既競爭又合作的概念，本研究進一步地提供「競爭導向的合作」（競中帶合）與「合作導向的競爭」（合中帶競）兩種情境的實證研究結果。 四、過往的研究較少提出第三方單位在競合關係中扮演的角色，本研究藉由實證並提出區域內廠商在進行創新研發競合關係時，第三方單位的主要角色與重要性。 五、過往區域創新系統或產業群聚的研究以探討廠商間的合作為主，本研究再加入「競爭」的要素做為研究廠商創新研發「競合關係」的基礎。 整體而言，本研究將「競中帶合」與「合中帶競」做清楚的定義，進一步地以知識作為廠商進行創新研發競合的根本要素，並提出第三方單位的重要性。在實務上，提供知識互動的影響因素作為廠商進行競合與知識互動時的參考依據。 / Management strategy has gradually transformed from “pure competition” to the coexistence of competition and cooperation, also known as co-opetition, where “co-opetition strategy” has become a popular research focus for scholars who study management. Scholars, upon observing such trend where “peace” and “warfare”- or “yin” and “yang”- exists either at the same time or occurs alternatively, begin to add the “cooperative” element (yang) into the traditional concept of “competition” (yin). Although immense theories and researches on the concept of co-opetition exist, researches that attempt to reveal the co-opetition relationship in the realm of R&D and Innovation among firms from the standpoint of knowledge have been scarce. Regional Innovation Systems is a field full of cooperation and competition, yet past research mostly focused on cooperation and innovation instead of discussing the competition among firms in the region. That is, few researches focused on discussing the cooperation and competition coexisting at the same time in the realm of R&D and Innovation among firms. Moreover, researches that particularly discuss the situation of knowledge sharing and knowledge protection among firms from two R&D and Innovation co-opetition types of “Competition-dominated cooperation” and “Cooperation-dominated competition” relegate said situations to the category of things unknown. Therefore, this research aims to fill the gap in such literature by conducting deep explorations into knowledge interaction among firms in one region, particularly from two R&D and Innovation co-opetition types. This research adopts a multi-case study method while the main field of research focuses on one of the most renowned global Regional Innovation Systems: the machinery cluster in central Taiwan. During the process of the research, a two-stage, in-depth interview was conducted to understand the co-opetition relationship among the machine tool and component firms in the central Taiwan, and has identified two special case studies of R&D and Innovation co-operation. Furthermore, this research focus on the R&D and Innovation co-opetition relationship among firms and their practices of knowledge interaction in these two cases, and conducts in-depth comparisons and analysis. By conducting two-stage in-depth interviews, this study summarizes the research propositions and further obtains the following conclusions: 1.Third party plays an important role in R&D and innovation co-opetition knowledge interaction among firms in the same region, including the roles of intermediary coordination, taking the initiative to spawn and manage projects, and transferring, testing and verification of technology. 2.In different “co-opetition” types, the types of knowledge sharing and exchange channels among firms are different according to how similar they are in operational scope. In the case of high similarity in operational scope, basic and theoretical knowledge is shared, and formal meetings are the main channel of knowledge exchange. In the case of low similarity in operational scope, technical and applied knowledge is shared, and the channels of knowledge exchange do not only have formal meetings, but also communicate informally. 3.In different “R&D and innovation co-opetition” types, firms will take different approaches in sharing knowledge (either being selective, not willing, or actively sharing) due to future competition possibilities and trade secrets. 4.Firms differ in their reasons for knowledge protection in different “R&D and innovation co-opetition” types, but will mostly rely on confidential agreements within their contracts as the main measure for knowledge protection. While past academic research mostly explores "co-opetition relationship" from the perspective of "market" or "resource", this research explores R&D and innovation co-opetition with the most essential element, “knowledge”. Not only is it understood that third-party units are important promoters of competitive firms in forming R&D alliances, "the influencing factors of knowledge interaction" from the perspective of their knowledge interaction under different co-opetition types is concluded. Therefore, this research aims to produce the following contributions in the academic field: 1.Past co-opetition researches mostly focus on generic and strategical fields, this research focuses particularly on bahviors of “co-opetition in R&D and innovation” among firms. 2.Past co-opetition theories’ definitions on markets and resources are insufficient and imprecise, for they describe markets and resources as different factors that affect competition and cooperation. This research offers a finer exploration from the aspect of “knowledge”. This research finds that “knowledge” has an immense impact on co-opetition behaviors. In addition, the knowledge-level viewpoint further blurs the boundary between markets and resources. 3.Past co-opetition theories offered the generic concept of simultaneous competition and cooperation This research further provides empirical research results of two scenarios: "competition-dominated cooperation" and "cooperation-dominated competition". 4.Past researches seldom discuss the role that third parties play in co-opetition. This research states the importance of third parties in the firms’ “co-opetition relationships” through empirical evidence when it comes to R&D and innovation in the region. 5.Past researches of regional innovation systems or clusters primarily focus on cooperation between firms, this research adds the factor of “competition” as a research basis for understanding firms’ co-opetition relationships in and R&D and innovation. Overall, this research clearly defines "competition-dominated cooperation" and "cooperation-dominated competition", and views “knowledge” as a fundamental element of R&D and innovation co-opetition, putting forward the importance of third-party units. In practice, provide the influential factors of knowledge interaction as a reference for firms to conduct co-opetition and knowledge interaction.

博士(技術経営) / Doctor of Philosophy in Technology and Innovative Management / 同志社大学 / Doshisha University

本研究探討電腦支援合作知識翻新（knowledge building）活動對國小四年級學童閱讀理解與寫作表現的影響。研究對象為新北市某公立國小的兩班學生共53人。其中，實驗組（n=25）採知識翻新活動﹔控制組(n=28)採傳統講述教學活動。研究方法採準實驗設計中的「不等組前後測設計」；在為期十八週的實驗期間進行前測、實驗處理及後測。 　　研究資料來源包含：(1)PIRLS閱讀測驗前後測成績；(2)教學科技平台討論內容；(3)教學科技平台活動參與量；(4)寫作表現分數；(5)實驗組與控制組學生的半結構訪談；以及(6)實驗組的段考學習成績。資料分析同時使用質性與量化兩種方式。質性分析內容包括半結構訪談與平台討論內容，量化資料分析內容包含閱讀測驗成績、平台活動參與程度、以及寫作表現分數。透過多元資料分析以瞭解經過不同教學方法後，兩組學生的閱讀理解與寫作表現上是否有所差異。 　　研究結果顯示：(1) 知識翻新有助於提升學生的整體閱讀理解，且使用知識論壇進行閱讀理解提問，也有助於提昇學生的提問能力；(2) 知識翻新有助於提升學生整體寫作表現，且知識論壇上的貼文與討論活動也有助於改善學生的寫作品質；(3) 知識翻新能幫助學生改進其想法概念，且實驗後期於知識論壇的活動量也有呈現增加的趨勢；及(4)經過知識翻新活動後，實驗組的低學業成就學生之閱讀理解表現優於控制組的低學業成就學生，但二組在寫作方面則無顯著差異。 　　本研究嘗試改變過去的學習模式，透過知識翻新：鼓勵學生產生並反思想法，讓學生的學習更具主動性；及鼓勵同儕間的互助與互動以改進閱讀想法，讓學生在閱讀理解與寫作表現的成效產生正向的成長。 / Abstract The purpose of this study was to investigate the effects of knowledge building activities on grade-four students’ reading comprehension and writing performance. This study adopted a quasi-experimental design. In the experiment group, the participants were 25 grade-four students; in the control group, the participants were 28 grade-four students. The experiment class engaged in knowledge building and sustained ideational writing in order to enhance their writing performance (for 18 weeks). In contrast, the control group engaged in teacher-directed instruction. Data sources mainly came from: (1) pre-post PIRLS reading comprehension test; (2) students’ notes posted in Knowledge Forum; (3) students’ online discussion activities in Knowledge Forum, such as number of notes contributed, number of notes read, and number of notes built-on to other’s notes; (4) pre-post writing test; (5) semi-structured interview; and (6) student’ end-of-the-semester grades. To analyze, one-way ANCOVA, paired t-test and chi-square was employed to quantitatively examine students’ reading comprehension and writing test after the course. In addition, qualitative content analysis was also performed to evaluate the quality of students’ notes and to understand how students changed their views of ideas. The findings were as follows: (1) knowledge building pedagogy was conducive to enhancing students’ high-level reading comprehension and encouraging more in-depth questioning activities in Knowledge Forum; (2) after being engagaed in Knowledge building for a semester, students were able to demonstrate better writing performance, and more active discussion activities in the Knowledge Forum; (3) Knowledge building pedagogy changed students’ views of ideas and improved their idea generation capacity; and (4) Low achievers in the experiment group were able to demonstrate better reading comprehension than those in the control group. Overall, the findings suggested that knowledge building practice was able to help change the traditionally more authoritative and teacher-directed one-way instruction,   to an alternative, more student-centered, idea generation and improvement pedagogy, that helped students attain better reading comprehension and writing performance.

（一）本研究主要探討不同服務類型所需的知識管理模式，以中華民國對外貿易發展協會為例，針對不同服務性質所需搭配之知識管理活動為何？ 本研究探討服務類型在不同之情形下如何呈現不同之知識管理主要活動： 1. 服務類型與對應之知識類型會產生不同的知識管理。 2. 服務類型與對應之知識處理系統會產生不同的知識管理。 3. 服務類型與對應之組織型態會產生不同的知識管理。 4. 服務類型與對應之組織技術類型會產生不同的知識管理。 （二）本研究探討之重點： 1. 服務業之本質特性與分類。 2. 知識管理之定義與流程。 3. 採用Alice Lam對知識型態與組織型態的分析。 4. 知識管理系統之兩大處理模式：例行及結構性資訊處理之知識管理及非例行性及非結構性感性決策之知識管理。 5. 組織設計的權變取向。 6. 組織結構型態及管理特色。 （三）本研究就服務類型進行分類定義，任何一種服務均可透過服務程序分類為專案服務、大量型服務、批量型服務及連續性服務等四大類型，而本研究針對知識管理主要活動乃以Nonaka之核心知識轉換共同化、外化、結合及內化等主要四種方式為探討之重心，其探討過程將以知識類型、知識處理程序、組織型態及組織技術類型等四大要素為說明影響知識管理主要活動的重要角色。 / This essay is mainly to study the different service needs of the specified organization structures, knowledge types, technical types and uses the appropriate type of knowledge transfer. This study includes the following topics: 1. Different service types to match specified knowledge types to create different types of knowledge management. 2. Different service types to match specified knowledge processing systems to create the different types of knowledge management. 3. Different service types to match organization structures to create the different types of knowledge management. 4. Different service types to match specified technical types to create the different types of knowledge management This essay classifies services according to service operating complexity and procedure. To make best use of knowledge management, this study attempts to establish the models of connecting classified services, organization structures, knowledge types, technical types involved in knowledge transfer.

長久以來，推動臺灣經濟不斷成長的幕後英雄，正是占全部企業達九成七以上的中小企業，過去五十餘年來，中小企業在台灣經濟成長與產業發展過程中，無論在拓展對外貿易、增加國民所得、創造就業機會、或是促進社會安定等方面，一直扮演著極為的重要角色，大部分的大企業也都曾歷經由中小企業之草創時期，進而轉型、蛻變而成長為大型企業。儘管中小企業的重要性，但是有關的這方面的研究，尤其是對於高科技中小企業的產品與知識創新管理上，卻仍然不多。 本研究以個案訪談法為主要研究方式，主要訪問得獎過的、以及表現良好的6家台灣高科技中小企業。以『技術知識特質』與『中小企業特質』兩個構面來探索其對於『產品創新與知識管理』之影響。所得到的初步研究發現包括： 1. 高科技中小企業之研發創新的技術知識內隱程度會影響其產品創新與知識管理作為 技術知識內隱程度越高時：（1）外部知識吸收上越需透過人員密切互動來完成；（2）共同解決問題上越需透過更多的人員互動；（3）人員是重要的知識蓄積載體。 2. 高科技中小企業之研發創新的技術知識標準化程度會影響其產品創新與知識管理作為 技術知識標準化程度會影響組織進行知識吸收時的廣泛程度與吸收方式。技術知識標準化程度越低時：（1）組織內越需利用原型來溝通產品概念（2）開發團隊成員越傾向自行設計製作設備。 3. 高科技中小企業之研發創新的技術知識複雜程度會影響其產品創新與知識管理作為 技術知識複雜程度愈高：（1）知識吸收來源愈廣泛（2）成員多元化程度愈高（3）共同解決問題時越需要透過頻繁的溝通。 4. 高科技中小企業的特質會影響其產品創新與知識管理作為 高科技中小企業其正式化程度越高，越有助於知識的蓄積。而且，在創新研發專案的進行上，越高的研發人員自主性與企業主參與程度，越有助於產品創新與知識創新管理的成效。 本研究最後並提出對業界及後續研究者的建議。 / Topic： A Study on Product Innovation and Organizational Knowledge Management of High Technology Small Business Enterprise. Introduction： This study discussed how the characteristics of technological knowledge and the characteristics of Small business Enterprises influence the knowledge management, including input, adsorption and integration, storage, and circulation via New Product Development project in Taiwan high technology small business enterprise. Furthermore, the purpose of this study was to discuss the following topics: 1.What characteristics do the Taiwan SMEs have？ 2.What characteristics of technological knowledge do the Taiwan high technology SMEs have？ 3.How do the characteristics of technological knowledge influence the product innovation and knowledge management of high technology SMEs？ Research Methodology： Very few studies about product innovations and knowledge management of high-tech SMEs have been completed. Therefore, this work is merely exploratory, making the use of a case study approach to enhance understanding appropriate (Yin, 1989). Research Findings： According to the analyses of six cases in Taiwan high-tech SMEs, the study has generated the following conclusions： 1.Tacitness of Technological Knowledge in high-tech SMEs’ innovation project can influence the product innovation and knowledge management. □ When the Characteristic of Technological Knowledge is more tacit , the organization’s knowledge absorption depends on more direct personnel interaction. □ When the Characteristic of Technological Knowledge is more tacit , the team members depend on more direct personnel interaction to solving the problem. □ When the Characteristic of Technological Knowledge is more tacit , the firm store its knowledge through documents; otherwise it will be stored through people. 2.The standardization of Technological Knowledge in high-tech SMEs’ innovation project can influence the product innovation and knowledge management. □ The standardization of technological knowledge can affect the input of knowledge. □ Standardization of Technological Knowledge can affect Technological Knowledge Creation. When Technological Knowledge Standardization is higher, RD team would communicate the concept and technology of products with the marketing standard. In opposition when Technological Knowledge Standardization is lower, RD team would communicate the concept and technology of products with the prototype. □ When Technological Knowledge Standardization is lower, RD team would tend to make the tool or instrument by themselves. 3.Complexity of Technological Knowledge in high-tech SMEs’ innovation project can influence the product innovation and knowledge management. □ The complexity of technological knowledge characteristics can affect the input of knowledge. If the complexity of technological knowledge is higher, the. □ The complexity of technological knowledge characteristics can affect the composition of team members. If the complexity of technological knowledge is higher, the complexity of members is higher. □ If the complexity of technological knowledge is higher, the team members depend on more direct personnel interaction and communication to solving the problem. 4.The Characteristics of Small business Enterprise can influence the product innovation and knowledge management. □ The higher formalization of high-tech SME , the more to be contributive in firm’s knowledge store. □ During the process of new product development, the more decision-making power which R&D member has and the entrepreneur participates in the project much , the more to be contributive to the effect of product innovation and knowledge management. Keywords： The Characteristics of Technological Knowledge、knowledge management、The Characteristics of Small business Enterprise、High-tech SMEs

論 文 摘 要 知識管理(Knowledge Management：KM)在近幾年來已經成為一個與企業管理及企業競爭力關係密切的議題。不少企業已經認知知識管理的重要。在知識的投資形成知識力量的呈現，所帶來的實質效益，長期來看必然超過投資有形資產的報酬。 證券業是個存在已久且產品變化速度最快的金融服務業，以協助一般大眾及法人企業進行財務投資為主要業務，接觸對象包含各種層面的客戶。證券公司的營業員則是協助客戶投資交易的主要窗口，其金融專業的素養影響證券公司對客戶的服務品質及公司的經營績效。 本研究針對證券業，來探討在營業員日常作業中，如何運用知識管理，來提昇競爭力及營業效益。特別是在進行交叉行銷的時候，資訊系統在需求、功能及架構上，如何應用知識管理中的知識產生、審核、蓄積、擴散、應用、回饋及創新，最後創造出實質的知識價值。 研究歸納出一個應用知識管理的交叉行銷系統，可以為證券業帶來穩定營業員及增加實質收益的效果。並以『統一塑模語言』(Unified Modeling Language , UML)的使用案例(Use Case Diagram & Use Case Document)、順序圖(Sequence Diagram)及類別圖(Class Diagram)來分析交叉行銷系統中三個最重要的使用案例(Use Case)，分別是： 一、 成功銷售案例提案－知識的產生、蓄積及擴散。 二、 回報及交叉行銷－知識的運用及價值的創造。 三、 行銷追蹤－知識的回饋及創新。 本研究展現知識的運用，增強證券公司的競爭力，也創造實質的知識價值，相信也同樣能為其他產業帶來類似的效益。