隨著行動裝置及行動通訊網路的日益普及，人們可以突破時空限制、行動化地以完成各項活動，其中，支付方式的行動化即為「行動支付」。行動支付機制多元並進，從最初的簡訊傳輸（SMS）交易付款、到延伸PC版界面至行動裝置的手機瀏覽器頁面（WAP）付費，以及最新結合感應功能的近距離無線通訊（NFC）手機信用卡付款，以及結合行動裝置相機掃描功能的QR Code行動條碼付款等等，不同的行動支付機制各有其點，本研究以不同的分類方式歸納行動支付機制，並以「行動支付機制特性盒」針對國內外比較常見或是未來具有發展潛力的行動支付機制，從適用情境、參與業者以及支付流程，以呈現、比較不同行動支付機制的形貌。 不同的行動支付機制因運作模式不同，所形成的商業模式以及產業價值鏈也不盡相同，而產業中的各方參與業者在發展或推動行動支付的參與誘因、資源與優勢、商業模式、產業定位亦有所不同，本研究試著描繪行動支付產業價值鏈，涵蓋提供行動支付服務主要活動的參與者，以及提供週邊軟硬體、認證機制等間接支援性活動的相關業者，並針對不同業者的特性及在行動支付產業中的定位分別描述，歸納三大行動支付商業模式，分別是金融業者主導下的商業模式、行動通訊網路服務業者主導下的商業模式，以及第三方支付業者主導下的商業模式，並藉由探討國內外行動支付案例，以及訪談台灣行動支付產業的相關業者，作綜合性實務分析。 綜合文獻探討、深度訪談的結果，本研究歸納出在行動支付的演化上，具有多元並立性及典範移轉性，且不同的行動支付機制會造就不同的商業模式及產業價值鏈樣貌。未來，隨著台灣行動支付的相關法令逐漸鬆綁，台灣的行動支付將進入快速發展時期，根據過去各國在發展行動支付上的經驗及行動支付未來的整體發展趨勢，本研究提出以整合性的觀點去發展行動支付機制及商業模式，並以此建立產業價值鏈的定位及密切的策略夥伴關係，使各個參與業者能更加發揮互補性的核心競能，共同帶動行動支付的創新和普及。 / Mobile technology has become increasingly common in today’s everyday life. Mobile payment (M-payment) comes with mobile technology, which allows people complete payment in an easier way and without time and space limits. There are a variety of M-payment mechanisms, such as SMS, WAP, to NFC and QR code. Each mechanism has its characteristics. This study compares and analyzes different M-payment mechanisms in categories and under the characteristics of M-payment procedures. Different M-payment mechanism brings out different business models and industrial value chains. Each participant in the industry has its motivations, resources, advantages, business model and positioning. On one hand, this study tends to describe three main business models and the industrial chain of M-payment mechanisms based on secondary data. On the other hand, this study conducts in-depth interviews with specialists from mobile network operator, banks, stores, and consumers to collect first-hand information. Combining documentary analysis and in-depth interview, this study comes to a conclusion that the evolution and development of M-payment has the characteristics of multiple existence and paradigm shift. In addition, the business model and the industrial value chain both vary from mechanism to mechanism. In the future, as Taiwan has relaxed M-payment related rules and regulation, the development of M-payment in Taiwan is expected to be prospering. Our study offers several practical implications to developing integrated M-payment mechanism, business model, and relationship in industrial chain in order to facilitate successful development of M-payment with complementary advantages of each party.

Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by especially the limited components of existing contact universities, financial expenditure and working learners. The presenting of open distance learning by existing contact universities in South Africa is relatively unknown. Consequently the aim of this study is also to investigate a model for Open Distance Learning used at the NWU, an existing contact university. In order to achieve this aim, several other aims were set as well. The most important findings of these aims are subsequently summarized. Aim one was to determine how distance education, open distance learning and e-learning have been conceptualized in the literature. It emerges clearly from the literature that various barriers and challenges accompany the implementation and delivery of distance and open distance learning program. These barriers particularly concern matters such as academic, cultural and technical aspects like the student’s experience, the position of the lecturer regarding the program, the design of the program, the fact that development in technology is constantly kept in mind and kept up with, as well as problems with financial aspects. The second aim intended to compare open distance learning in developed and developing countries as far as contact classes and e-learning are concerned, in order to establish the best practices for a suitable management model. The open distance learning models of twelve universities were examined separately and compared to one another. From these comparisons the following components of open distance learning were indentified which would be applicable to both developing and developed countries: (i) the use of traditional paper-based study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv) voluntary supporting contact classes. From the literature it has been shown that, despite limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in developing as well as developed countries. Aim three was to establish, from within the literature, the nature of management models with specific reference to the innovations within managing business models in the context of open distance learning. Firstly variables which play a role in new business models were considered. Secondly the levels according to which the innovation of new models should take place were investigated, and also how these could possibly be implemented within the NWU, as well as the principles applicable to the innovation and implementing of a new model from an existing mother company. Factors which could play a part in the plans to present distance learning programs were also considered, whether these would imply a new distance education unit or the continued presentation of such programs. The most important aspects to consider for such a management model are addressed in aim seven. Aim four investigated the effect of attendance or non-attendance of contact classes on the academic achievement of open distance learning students within selected Advanced \certificate in Education (ACE) programs. This aim referred to an empirical investigation which comprised five phases. A consecutively progressing research design was used, consisting of both quantitative and qualitative methods, known as the multi-mode design. Phases one to three address aim four. Spearman’s rank order correlations, one-way ANOVAs (t-tests) and two-way tables (Cramer’s effect sizes) were calculated in order to identify significant correlation (effect sizes) between variables. It was found that students who attended contact classes did not achieve significantly better during examinations than students who did not attend. The average module mark in the examination of students who did not attend contact classes was 49.5%. The average mark of students who attended three or more contact classes was 52.6%. Considering the examination results, the passing rate of students who attended contact classes was 89% as opposed to 82% for those who did not attend any contact classes. Upon comparing data of students attending vacation school and those who did not, it emerged that students who attended vacation school achieved an average module mark (for all modules) of 42.4% as opposed to 52.7% of those who did not attend any vacation school. Aim five considered the open distance learning student’s opinions on and experience of attending contact classes and not attending, within selected ACE programs. Questionnaires were distributed to a number of students who attended contact classes, and to some who did not attend. The following findings emerged: reasons why students do not attend contact classes are (i) distance from tuition centre; (ii) personal reasons such as family responsibilities or funerals; (iii) because classes are not presented by full-time NWU lecturers; (iv) medium of instruction, limited time and class sizes also seemed to pose problems. Aim six investigated the readiness of the open distance learning student for e-learning within selected ACE programs. Focus group interviews regarding this aim were conducted with three groups of students. The following was found: (i) the vast majority of students (62.1%) do not have computers at home; (ii) 80.4% indicated that that they could not access the Internet, and that (iii) cell phone communication seemed to be the solution, since 93.1% of students own cell phones. Aim seven investigated the opinions of management experts at the NWU concerning the components and practice of an ODL model at the NWU. In order to comply with this aim, an intensive literature study was done on open distance learning models internationally. In the second place an empirical investigation was conducted regarding attendance of contact classes and e-learning as teaching method for the teaching and learning component of an open distance learning model. Thirdly focus group interviews were conducted with senior management of the NWU regarding challenges, risks and components of an open distance learning model. According to the data obtained from these interviews, various matrix analyses were done, which could serve as basis for a management model in open distance learning. The matrix analyses identified the following eleven components as important for a management and practice model for open distance learning: (i) Teaching and learning pertaining to development and quality of study material, effective assessment, the required program designers, training of lecturers and facilitators for presenting open distance learning programs, and efficient quality evaluation. (ii) ITC for open distance learning refers to technological support for processes such as assessment, interactive presentation of lessons, using Internet, cell phone technology and the use of the web page. (iii) Support practice for management which involves matters such as the policy of administrative processes regarding registration, cooperation with consortiums, assessment of assignments and examinations, and dealing with administrative processes different from on-campus. (iv) Finances which refer to compiling annual budgets, remuneration of facilitators, determining the profitability of programs presented, as well as financing technological development. (v) Tuition centres: coordination between the university and tuition centres is crucial as far as contact classes, interactive presentations, group discussions as well as examinations are concerned. (vi) Short courses and projects, especially as far as continuing professional development is concerned, as well as the development of a preparatory college for prospective students and cooperation with private institutions. (vii) Quality processes which include compulsory evaluation of program content and of the effect of programs as evaluated by the private sector, identifying new programs and cooperation with other faculties. (viii) Marketing which can be done by the university itself or by a consortium of collaborators. (ix) A structure for open distance learning with its own, unique and particular structure according to need. Factors which may be significant are the number of students studying through open distance learning, the nature of the programs presented and cooperation between consortiums. (x) Hierarchical structure which in the first place requires effective management of an open distance unit, and secondly also that such unit functions in cooperation with and within existing structures. Especially executive authority and lines for reporting should be outlined clearly. (xi) Research must be done in collaboration with other faculties in order to acquire a particular distance education entity. Research regarding the management of, e.g. the effect of programs, contact class attendance, readiness for e-learning and technology at tuition centres, can also be conducted. The exigency for development of an o pen distance learning unit within the NWU, together with a management model for effective management and practice of distance programs, was the main theme of this study. This study has succeeded in suggesting a management model which could be utilized profitably in endeavoring to attain the strategic aim of presenting programs by means of distance education. It also addresses the national need in South Africa of access to tertiary education for more learners. / PhD (Education Management), North-West University, Potchefstroom Campus, 2012

Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by especially the limited components of existing contact universities, financial expenditure and working learners. The presenting of open distance learning by existing contact universities in South Africa is relatively unknown. Consequently the aim of this study is also to investigate a model for Open Distance Learning used at the NWU, an existing contact university. In order to achieve this aim, several other aims were set as well. The most important findings of these aims are subsequently summarized. Aim one was to determine how distance education, open distance learning and e-learning have been conceptualized in the literature. It emerges clearly from the literature that various barriers and challenges accompany the implementation and delivery of distance and open distance learning program. These barriers particularly concern matters such as academic, cultural and technical aspects like the student’s experience, the position of the lecturer regarding the program, the design of the program, the fact that development in technology is constantly kept in mind and kept up with, as well as problems with financial aspects. The second aim intended to compare open distance learning in developed and developing countries as far as contact classes and e-learning are concerned, in order to establish the best practices for a suitable management model. The open distance learning models of twelve universities were examined separately and compared to one another. From these comparisons the following components of open distance learning were indentified which would be applicable to both developing and developed countries: (i) the use of traditional paper-based study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv) voluntary supporting contact classes. From the literature it has been shown that, despite limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in developing as well as developed countries. Aim three was to establish, from within the literature, the nature of management models with specific reference to the innovations within managing business models in the context of open distance learning. Firstly variables which play a role in new business models were considered. Secondly the levels according to which the innovation of new models should take place were investigated, and also how these could possibly be implemented within the NWU, as well as the principles applicable to the innovation and implementing of a new model from an existing mother company. Factors which could play a part in the plans to present distance learning programs were also considered, whether these would imply a new distance education unit or the continued presentation of such programs. The most important aspects to consider for such a management model are addressed in aim seven. Aim four investigated the effect of attendance or non-attendance of contact classes on the academic achievement of open distance learning students within selected Advanced \certificate in Education (ACE) programs. This aim referred to an empirical investigation which comprised five phases. A consecutively progressing research design was used, consisting of both quantitative and qualitative methods, known as the multi-mode design. Phases one to three address aim four. Spearman’s rank order correlations, one-way ANOVAs (t-tests) and two-way tables (Cramer’s effect sizes) were calculated in order to identify significant correlation (effect sizes) between variables. It was found that students who attended contact classes did not achieve significantly better during examinations than students who did not attend. The average module mark in the examination of students who did not attend contact classes was 49.5%. The average mark of students who attended three or more contact classes was 52.6%. Considering the examination results, the passing rate of students who attended contact classes was 89% as opposed to 82% for those who did not attend any contact classes. Upon comparing data of students attending vacation school and those who did not, it emerged that students who attended vacation school achieved an average module mark (for all modules) of 42.4% as opposed to 52.7% of those who did not attend any vacation school. Aim five considered the open distance learning student’s opinions on and experience of attending contact classes and not attending, within selected ACE programs. Questionnaires were distributed to a number of students who attended contact classes, and to some who did not attend. The following findings emerged: reasons why students do not attend contact classes are (i) distance from tuition centre; (ii) personal reasons such as family responsibilities or funerals; (iii) because classes are not presented by full-time NWU lecturers; (iv) medium of instruction, limited time and class sizes also seemed to pose problems. Aim six investigated the readiness of the open distance learning student for e-learning within selected ACE programs. Focus group interviews regarding this aim were conducted with three groups of students. The following was found: (i) the vast majority of students (62.1%) do not have computers at home; (ii) 80.4% indicated that that they could not access the Internet, and that (iii) cell phone communication seemed to be the solution, since 93.1% of students own cell phones. Aim seven investigated the opinions of management experts at the NWU concerning the components and practice of an ODL model at the NWU. In order to comply with this aim, an intensive literature study was done on open distance learning models internationally. In the second place an empirical investigation was conducted regarding attendance of contact classes and e-learning as teaching method for the teaching and learning component of an open distance learning model. Thirdly focus group interviews were conducted with senior management of the NWU regarding challenges, risks and components of an open distance learning model. According to the data obtained from these interviews, various matrix analyses were done, which could serve as basis for a management model in open distance learning. The matrix analyses identified the following eleven components as important for a management and practice model for open distance learning: (i) Teaching and learning pertaining to development and quality of study material, effective assessment, the required program designers, training of lecturers and facilitators for presenting open distance learning programs, and efficient quality evaluation. (ii) ITC for open distance learning refers to technological support for processes such as assessment, interactive presentation of lessons, using Internet, cell phone technology and the use of the web page. (iii) Support practice for management which involves matters such as the policy of administrative processes regarding registration, cooperation with consortiums, assessment of assignments and examinations, and dealing with administrative processes different from on-campus. (iv) Finances which refer to compiling annual budgets, remuneration of facilitators, determining the profitability of programs presented, as well as financing technological development. (v) Tuition centres: coordination between the university and tuition centres is crucial as far as contact classes, interactive presentations, group discussions as well as examinations are concerned. (vi) Short courses and projects, especially as far as continuing professional development is concerned, as well as the development of a preparatory college for prospective students and cooperation with private institutions. (vii) Quality processes which include compulsory evaluation of program content and of the effect of programs as evaluated by the private sector, identifying new programs and cooperation with other faculties. (viii) Marketing which can be done by the university itself or by a consortium of collaborators. (ix) A structure for open distance learning with its own, unique and particular structure according to need. Factors which may be significant are the number of students studying through open distance learning, the nature of the programs presented and cooperation between consortiums. (x) Hierarchical structure which in the first place requires effective management of an open distance unit, and secondly also that such unit functions in cooperation with and within existing structures. Especially executive authority and lines for reporting should be outlined clearly. (xi) Research must be done in collaboration with other faculties in order to acquire a particular distance education entity. Research regarding the management of, e.g. the effect of programs, contact class attendance, readiness for e-learning and technology at tuition centres, can also be conducted. The exigency for development of an o pen distance learning unit within the NWU, together with a management model for effective management and practice of distance programs, was the main theme of this study. This study has succeeded in suggesting a management model which could be utilized profitably in endeavoring to attain the strategic aim of presenting programs by means of distance education. It also addresses the national need in South Africa of access to tertiary education for more learners. / PhD (Education Management), North-West University, Potchefstroom Campus, 2012

Das internetbasierte branchenspezifische Weiterbildungsnetzwerk Mediencommunity (vgl. www.mediencommunity.de) wurde ab 2008 im Rahmen des Programms „Neue Medien in der beruflichen Bildung“ mit BMBF-Fördermitteln aufgebaut und wird mit Ende der Förderung im Dezember 2011 unternehmerisch weitergeführt. Damit wird das Ziel eines nachhaltigen Betriebs des Angebotes erreicht. Dieser Beitrag beschreibt das entwickelte Konzept entlang der von Laudon & Traver dargestellten acht Kernelemente von Geschäftsmodellen: die Umsatzchancen in der Zielgruppe (market opportunity), das Nutzenversprechen (value proposition), die Marktzugangsstrategie (market strategy), das Wettbewerbsumfeld (competitive environment), der Wettbewerbsvorteil (competitive advantage), das Erlösmodell (revenue model), das notwendige Organisationsmodell (organizational development) und das Managementteam (management team) (Laudon & Travers 2011, S. 320). Abschließend wird die entwickelte Lerncommunity entlang der Forschung zu internetbasierten Geschäftsmodellen typologisch eingeordnet.

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新興市場上，由於在地使用者需求與商業環境特殊，國際大廠即便具備設計與規模要素，也未必能取得完全競爭優勢。許多本土企業運用創新的經營策略與資源整合，提供在地產品與服務，在當地打造領先品牌進而反轉進入國際市場。以智慧型手機為例，國際性品牌，如：三星(Samsung)與蘋果(Apple)，在全球各地主導手機市場，但是在一些新興市場上，本土品牌(如中國的小米手機與印度的Micromax手機)手機銷量卻已超越這些國際品牌，本土業者的創新商業模式實有其特殊值得學習之處。 本研究藉著智慧型手機在新興市場本土品牌與國際大品牌的資料蒐集與商業模式的分析，探討研究問題:新興市場智慧型手機本土品牌如何創造競爭優勢? 透過個案研究，深入比較分析中國市場智慧型本土品牌"小米"手機，如何運用創新的商業模式作為發展策略，以新興市場中國為主要市場，逐步擴大市場占有率與品牌知名度，並朝向海外拓展市場，在手機銷售也取得了與國際品牌一較長短的競爭優勢。研究發現新興市場需求大且具規模，對於各種產品接受度高，因此造就新興市場的本土品牌有了差異化行銷的機會。因手機晶片與硬體零件的成熟，本土品牌智慧型手機與進口高階產品差異不大，進而讓用戶轉向購買高性價比的本土品牌。而新興市場基於保護本土產業，對於智慧財產權的保護執行較為寬鬆，因此本土品牌可推出具有競爭力的價格且立即導入市場的先機。此外，研究個案善用網路，提出創新的電子商務銷售模式掌握行動互聯網商機，充分應用社群討論與口碑行銷，與粉絲互動共同開發新商品，以網路銷售、節省費用，並採用接單生產、減低庫存。

行動電視產業為無線電視產業、電信產業、內容產業、行動裝置製造產業等多方匯流共同合作下的結果。不同產業間合作前，可能產生不同業者在新產業中扮演的角色與定位、產業價值鏈/價值網之成形等問題。本研究研究目的在於了解國際間行動電視規範政策與管制議題，對於該國行動電視產業營運所產生的影響，以文獻分析方式選定日本、韓國、義大利與美國等行動電視市場較為成熟之國家分析其規範架構與營運模式之關係。並比較台灣、香港、新加坡政府提出之行動電視意見諮詢文件探討行動電視規範議題之制訂方向與業者回應。輔以深度訪談方法訪問我國主管機關與產業界對於行動電視業務開放之意見。最後依據台灣通訊傳播產業規範環境，由結構管制與內容管制兩方面討論行動電視產業規範架構之相關議題與未來可能之釋照方式，並提出其對應之營運模式發展建議。 針對上述研究問題，本研究主要結論如下： 1. 國際間行動電視執照類型包含：以營運平臺執照發放多頻電視平臺（MUX）執照，其執照內涵可包含頻率使用許可執照以及營運平臺經營許可執照；依傳輸服務經營內涵不同，分別發放「頻率執照」與「營運平臺執照」，前者發給廣播傳輸網路業者，僅能經營基礎傳輸業務；後者則為負責整合內容服務之營運平臺執照；而內容規範所需之執照，分為兩種規範方式：以傳統廣電法進行內容規範，或是參考歐盟視聽媒體服務，對於線性頻道節目採用較嚴格的廣電法管制，而非線性的隨選節目內容以低度管制進行規範。 2. 國際間行動電視營運模式發展同時會受到釋照方式不同所影響，釋照方式包含：審議、審議加競價、多回合競價方式。若以審議方式發給特定業者，行動電視營運模式將由特定業者主導，但需遵守較多義務規範；若以審議加競價方式釋照，可能將由廣電業者與電信業者共同經營行動電視服務。或是完全以競價方式拍賣頻率執照，其執照使用方式則最具彈性。 3. 在目前法律架構下，本研究建議行動電視適合以電信法開放，對於外資限制頻率租賃有較寬鬆規定。並鼓勵鼓勵廣電業者與電信業者合資組成團隊取得頻率執照，廣電業者擁有廣播傳輸網路以及內容產製能力，而電信業者同時擁有基礎網路以及與設備製造商議價之優勢，並且擁有龐大基本顧客群。並且建議行動電視市場發展初期，行動電視服務宜以其他電信服務搭售或以綑綁服務方式提供，以增加消費者使用黏度，並擴大市場規模，普及終端收視裝置市場。內容規範方面則建議採低度管制方式，頻道式節目內容以廣電法規進行管理，其他節目則按一般法律進行管理。 / Mobile TV is a newly converged service of television broadcasts, telecommunication services, and information technologies. Challenges arise from regulating the rapidly transformed technologies and proposing a suitable business model into a converging industry. The study aimed to examine different regulatory frameworks established in advanced mobile TV markets, and to categorize business models of mobile TV developed in those markets by reviewing government documentations, industrial research reports and conferences papers. In addition, the study interviewed key persons, including regulators, mobile TV trial team members and specialists, in mobile TV industries. Furthermore the study had made a comparison analysis of different mobile TV regulatory framework proposed by governments of Taiwan, Hong Kong, and Singapore. The study concluded that the mobile TV regulatory framework was architected by different regulatory approaches, including institutions which affect the content production, and institutions which had power on regulating stakeholders of media and telecom companies. The horizontal regulatory framework which included network layer, platform layer and content layer was mostly adopted by European countries in the converged age while regulating the newly risen mobile TV industry. The multiplex license could be treated as a network license and a platform operation license, and in other cases, the multiplex license was just the network license for the network operator. Some regulators extended existing digital terrestrial TV rules to mobile TV. As for the content regulation, regulators were taking light touch in regulating content, and adopting the Audiovisual Media Services Directive (AVMS) proposed by EU. AVMS had reduced the regulatory burdens for all audiovisual media services, and also modernized the rules on television advertising and product placement. The study suggested that the mobile TV in Taiwan was suitable to be regulated by Telecommunication Law, since Telecommunication Law had less restriction on the structure of stakeholders and foreign investments. Broadcasters and Telecommunication operators were suggested to joint as a new company to operate mobile TV service, since broadcasters, who were talented in content production, had broadcast network to transmit services to users; telecommunication operators, who were good at pricing, could use their advantages to set up bundling service to attract user in the nascent market.

台灣的經濟環境正值產業轉型之際，服務業相對於製造業愈來愈重要，本論文是研究一種服務業的產業，針對各家的派遣計程車隊進行分類，並分析其競爭優勢，期望這樣的研究，能對台灣的服務產業能有一點貢獻。進一步說明如下： 台北市計程車產業，是運輸服務業中的重要的一環，其產值高於捷運及公車服務業之總合。計程車產業特色為個體經營者數量多，透過個體經營的群聚產生派遣車隊，透過派遣車隊產生的正向網路效應，使得加入車隊的個體經營者可獲得更多的好處，因此派遣車隊在此產業角色的重要性與日俱增。 眾多派遣車隊瓜分台北市派車市場就如同戰國時代的多國爭地，車隊的「運作類型」牽動著企業經營體質，之前少見針對多車隊的比較研究，引發本論文的研究興趣，試著將不同的車隊依經營體質分出不同的運作類型，再加以運用競爭優勢的本質，加以排序。 本研究從文獻的回顧探討，確立研究的基礎及架構，透過與業者訪談及資料收集，進行基本資料剖析。進而以車隊規模、成立時間、經營理念、科技採用程度、成立原因、經營立基及其他事業等，歸納出四個營運構面；分別為「策略意圖」、「科技採用」、「營運範疇」及「地理範圍」。 運用這四個構面的參數套用於現有車隊，整理出所有類型，再依其性質推導出三大運作類型，分別為「生存維繫型」、「服務強化型」與「事業拓展型」等。這三大類在本研究的意義分別說明如下：「生存維繫型」是為了攤銷之前所投入成本、「服務強化型」是企業積極的提供服務價值及「事業拓展型」是企業借週邊關聯的事業展開多角化。 最後運用台北市交通局歷年來的評鑑資料佐證本研究的歸納運作類型，結果發現有其正相關，「生存維繫型」的歷年評鑑結果有較差及變差的傾向，「服務強化型」其評鑑結果多於中上，而「事業拓展型」有更優的評鑑結果。這表示運作的類型與服務的品質有正向的關係。 進一步我們推演管理意涵，透過「仲介機構(mediator)」的觀察如NTT DoCoMo的i-mode，是一個市場平台。供應商與消費者運用此平台各取所需。先前學者的研究此類的組織具正向的網路外部性，我們將此類型稱之「組織連結型」。也就是說在本研究的推論之下，派遣車隊發展的最高級，就是以派遣車隊是一個市場平台，這一個市場平台互相連結關聯的週邊事業。 本研究另外一個結論是「不成長、則衰敗」的特性是存在計程車派遣產業。這可提供處在競爭經營環境的服務業省思，可考慮企業成長所投入的風險，也可考慮企業停留原地的風險，相較其風險，決定組織運作的經營方向。 由於篇幅與時間的關係，本文並沒有進一步深入討論這些運作類型該採取怎麼樣經營方式以增強企業體本身，這是未來可以進一步探究的課題。

近年來M型社會及平價奢華趨勢已成為一個熱門的議題，不論在消費面或是社會面等都造成踴躍的討論，由於財富分眾組成的改變，形成了逐漸改變的消費觀，也帶來了一種新成形的生活形態。在這樣的消費環境之下，M型的行銷模式也儼然成為一種新顯學，「平價奢華」的產品或服務，成為M型社會新形成產業趨勢之最佳範例。而在諸多品牌中，帶起一股「快速時尚(fast fashion)」風潮的西班牙品牌ZARA，帶起了大眾精品(masstige)之熱潮，而經歷了品牌大轉型，強調品牌年輕化，且大膽直營過季折扣店，成功從退流行的媽媽包品牌，翻身成為大受歡迎品牌的COACH，則是以買得起的奢華 (accessible luxury)為主要的策略，因此本研究以此兩個具代表性的品牌作為研究主題。 本研究選擇採用個案研究的方式，以Michael Porter的價值鏈之角度來解構ZARA及COACH在變動環境下，於經營模式(business model)上所做的突破及調整，並在個案分析中，從產業中最細微的各個構面去探討兩個品牌在經營上的創新之舉，及對兩公司在現有資源之掌握及策略運用進行連結，瞭解兩者如何結合自有資源及核心能耐來產生創新的力道。希望藉由這兩個各自往M型兩端移動的品牌之創新模式探究，能更加深入且具體地瞭解到兩個公司的創新經營之道，以提供台灣其他相關業者參考，提升台灣相關產業之競爭力。 / Recently,“M-type society”and the trend of“affordable lux-ury”have been very popular issues and raised many discussions. Due to the change in financial formation in society, it formed the changing concept of consumption and a new lifestyle. In this kind of situation, the philosophy of“M-type society”has been a very significant new contention. Some products or service with the concept of “affordable luxury” has been the best expanple of the industrial trend. Like Spanish brand—Zara, which brought the “fast fa-shion”and “masstige” fetish to the world, is a very outstanding example of it. Also, American luxury brand—Coach, which went through the revitalization of the brand image and emphasized on the image of“affordable luxury”, is a good example as well. Therefore, this research take the two representative brands as the subjects of this study. Case-study research method is used in this study, and the value chain theory from Michael Porter will be the analytical tool to analyze and explain ZARA and COACH’s innovative business model and find out the management meaning in the two cases to provide some useful suggestions for related organizations in Taiwan.

台灣經濟發展對外貿易依存度高，專業貿易商扮演極重要的中介角色，於產銷鏈中媒合供給與需求。然隨著全球貿易自由化、新興市場低成本競爭以及科技進步所帶來之資訊透明化，均對台灣專業貿易商之生存空間造成極大的衝擊與威脅，且台灣專業貿易商一直以來缺乏自有品牌，產品的辨識度也不高，致使其面臨被「去中間化」之危機。 本研究根據過去有關自創品牌關鍵成功因素之文獻整理歸納出六個最重要的項目，分別為：研發設計能力、優異的產品品質、可控制之行銷通路、資金與財務控管、高階主管領導與品牌人才、原有業務（OEM、ODM）與自創品牌之平衡。然過去的研究多半著墨於製造商自創品牌，而較少觸及專業貿易商自創品牌的相關論述，故本研究在分析製造商與專業貿易商的異同之後，將製造商自創品牌關鍵成功因素適用於專業貿易商，並將之所產生的問題做一闡述。 以供應鏈整合理論為基礎，本研究建構專業貿易商自創品牌的經營模型，並基於前述六項自創品牌關鍵成功因素，延伸發展出專業貿易商自創品牌所需具備的條件與關鍵成功因素，分別為：創新研發設計、垂直整合、品質控管、保護競爭知識、市場定位與差異化、可控制之行銷通路、資金與財務控管以及高階管理者帶領品牌行銷人才等八項，並藉由個案訪談之方式，研究分析兩個具代表性的個案，以驗證本研究之論述得以適用於專業貿易商自創品牌之經營模式。 / Trading companies are playing important roles in economic development in Taiwan, especially in matching buyer and seller in supply chains. However, liberalization of trade, advancement of technology, keen competition with emerging countries, and lack of own brand marketing lead trading companies in Taiwan to face the crisis of disintermediation. The research is based on six key success factors of manufacturer’s brand, including research & development ability, product quality, marketing channel, capital and financial management, brand marketing human resources and the balance between OEM/ODM and own brand marketing. We are trying to analyze the differences between manufactures and trading companies, and then apply those key success factors to trading companies. According to the theory of supply chain integration, we develop an own brand business model for trading companies in Taiwan. The six key success factors of own brand are adjusted to eight, which are innovative research & development, vertical integration, quality control, protection of intellectual property right, market positioning and differentiation, marketing channel, capital and financial management and brand marketing human resources. Furthermore, we interview two trading companies which have own brand in order to testify that the own brand business model for trading companies can really take into practice.