Per concerning about competition of manufacturing business in Taiwan¡A most enterprises were tempted to reallocate their production line or agency from Taiwan to abroad. No matter what the main factors were¡A IT system should follow accordingly. Many enterprises were obliged to give up the original running IT system for the tremendous variance in time and space to convert themselves from traditional domestic company or branch into world wide enterprise globally. In global running concept¡A many business owners pick their ERP system such as: SAP¡BORACLE¡BJDE¡BPeoplesoft¡K¡Kthat are popular here in Taiwan. Yet¡A after exhausting tremendous cost and man hours¡A most of them were disappointed. So many variances were derived in customizing factors of group members¡A culture of enterprise and original work process which would be differed with the timeline of ERP project initiated in the first beginning. The criteria among would be mainly concluded as below after lots of case study. Solving the internal ERP system issues¡A the consultant and the company in service play the main role of project running in many ways. It¡¦s always the key-criteria to make a successful customization to lead the work process via the consulting experience to guide the company staffs getting used to the new ERP system. Via picks of the consulting service companies of many cases¡A their approaches are analyzed and concluded and would be referred as here within for the companies who plan to get their consulting service in the future.

The impact of knowledge on firm performance has been seen as one explanation of firm performance heterogeneity, which is a central question in the area of Strategic Management. However, there has been surprisingly limited research into the role of new knowledge internalization within firms. Further, the ubiquitous role of external knowledge providers, especially those that explicitly exist to provide knowledge to firms (Consulting Service Firms) has been negligibly studied. Specifically this dissertation looked at how firms first understand new knowledge and suggested that firms differ in their ability to discern the impact of this new knowledge based on the absorptive capacity that they already possess. I examine how firms internalize this new knowledge and suggest that they can either use existing internal resources or seek external assistance to achieve this internalization. This dissertation has empirically examined these linkages. A survey sent to the top management of 2015 Indian firms, yielded 277 usable responses, which have provided insights into the new knowledge internalization pathways in firms. I use structural equation modeling and hierarchical regressions to test my hypotheses. I find that firms do differ in their use of internal and external knowledge providers, while attempting to internalize new knowledge and that the quality of the relationship impacts the outcomes of any external engagement. I also find that firms with absorptive capacity benefit both by having better short term financial performance and also by being well situated to increase their stocks of knowledge assets, which can help long term performance. This dissertation contributes to several streams of literature in the field of strategic management. I add to the knowledge based view literature and more specifically to the absorptive capacity literature by partially opening the black box of organizational routines. This dissertation also contributes to the professional service literature by suggesting that consultants can help firms generate performance, although this is particularly beneficial to firms that already posses high absorptive capacity. Implications of the results from both practice and research perspectives are discussed and areas of future research are suggested.

高中圖書館的宗旨在配合學校教育目標，並支援、豐富與實現學校的教育計畫，為學校整體教學中所不可或缺的一部份。許多國外研究亦已證明學校圖書館與教師之合作對於學生學術成就具有正向影響力。本研究透過訪談法瞭解臺北市高中圖書館支援教學之內涵，釐清圖書館負責人對於支援教學之看法，並分析支援教學所面臨之瓶頸與成功因素，探討高中圖書館如何突破困難，提出有效支援教學之策略。 / 綜合而言，臺北市高中圖書館支援教學之內涵包括：1. 積極發展館藏資源，以滿足教師之教學需求；2.善用資訊傳播科技以支援教學；3. 為師生提供圖書館利用教育，增進其資訊素養；4.由資訊融入教育著手，為教師提供教學諮詢服務。 / 若將支援教學相關服務依教師與館員合作關係歸納為「協調」、「合作」與「協同」三個層次，臺北市高中圖書館目前多已達協調、合作層次，僅少數圖書館達協同層次。和國外圖書館相較，臺北市高中圖書館離理想的協同性支援教學（如教學諮詢、協同教學、參與課程規畫）仍有一段距離。 / 臺北市高中圖書館支援教學之困難包括：1. 升學主義依然掛帥，成為圖書館推動資訊素養教育與資訊融入教育時之障礙；2. 館員缺乏學科教學專業知能，使教學諮詢服務不易獲得教師信任；3. 現階段圖書館人力不足，資訊相關業務之負荷過重。 / 而臺北市高中圖書館支援教學服務之成功因素則在於：1. 掌握資訊科技與資訊教育政策所提供之新契機；2. 館員具備圖書館學與資訊科技專業知能；3. 校長在經費、設備與人力資源上之支持；4. 教師之高度使用需求及參與意願；5. 館員之服務熱忱更為深化支援教學服務之要素。 / 綜合文獻探討與訪談結果，高中圖書館有效支援教學之策略包括： 1. 整合圖書館之服務及學科教學活動，以提升學生學習效能；2. 以資訊融入教育為己任，進而提供教學諮詢服務；3. 建置教學知識庫，整合教學資源；4. 充份整合人力資源，提供較深入之支援教學服務；5. 爭取教師之認同，共同創造新時代之教學願景；6. 培育種子教師，透過成功經驗之激勵，逐步推動高中圖書館之轉型；7. 積極爭取校外經費與設備之補助，以豐富師生教與學之經驗；8. 加強高中圖書館從業人員之專業知能，成為深度支援教學之支柱。 / 最後，本研究為深入支援教學提出幾點建議，供相關單位參考：1. 高中圖書館應協助教師進行個人知識管理；2. 高中圖書館員應深入了解社會發展、教育趨勢與學習需求；3. 高中圖書館從業人員應保持開放心態，隨時充實專業知能；4. 高中圖書館應持續推展與評鑑支援教學相關服務；5. 教育相關單位應將資訊素養概念納入學科教學中之中。 / The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support. / Findings show that (1) teaching support services provided in most cases come under the “coordination” and “cooperation” stage, according to the Pollard and Montiel-Overall taxonomy framework, and very few senior high school libraries provide “collaboration” stage services. (2) Most directors keep conservative attitude toward “collaboration” stage services. (3) The difficulties encountered in teaching support include: tight course schedule, lack of education professional librarians, and tedious work. (4) Successful teaching support factors include: policy, professions in library and information science, unique personality, administration support, and teachers’ willingness. (5) Effectively teaching support strategies include integrating library programs into curriculum, helping teachers to integrate ICT into their lessons, assisting in teachers’ personal knowledge management, making better use of human resources, building visions with teachers, creating success stories, striving for budget actively, enhancing librarians’ professional ability. / Finally, the suggestions were made: (1) Senior high school libraries should assist in teachers’ personal knowledge management. (2) Senior high school librarians should keep learning. (3) Librarians should know the education trends and learning needs. (4) Services should be delivered, evaluated, and improved persistently. (5) Educational authorities should put emphasis on information literacy in subject instructions.