Disruptions can cause projects to fail. Within the project management literature, approaches to managing disruptions consist of uncertainty, risk, opportunity, change, and crisis management. These approaches focus on developing strategies to manage perceived threats and also work towards predicting risk, therefore, reducing vulnerability. This vulnerability-reduction only focus is limiting because it takes the focus away from the development of a general capacity for readiness and for responding to uncertain situations. A resiliency approach enables a simultaneous focus on vulnerability reduction, readiness and response and thus ensures recovery. Given the context and discipline specific nature of the resilience concept, and the little or no attention in projects, this thesis conceptualises resilience in projects. This conceptualisation is to enable the identification of factors to consider and indicators to ensure overall project recovery, through the identification of dimensions and antecedents of resilience respectively. The aim of this study therefore, is to develop a framework to conceptualise resilience in projects. To achieve this aim, three case studies, namely; building, civil engineering and engineering construction projects were investigated. Within each case study, the critical incident technique was employed to identify disruptions and their management through direct observations of human activities, narration of critical incidents and review of documents on disruption. Following this, a comparative analysis and synthesis of the case studies was carried out and findings revealed definition, dimensions, antecedents and consequences of resilience in projects. Specifically, resilience in projects is defined as; the capability of a project to respond to, prepare for and reduce the impact of disruption caused by the drifting environment and project complexity. The dimensions of resilience are; proactivity, coping ability, flexibility and persistence. Proactivity can be defined as an anticipatory capability that the project takes to influence their endeavours whilst coping ability can be defined as the capability to manage and deal with stress caused by disruptions within the projects. Furthermore, flexibility can be defined as the capability of a project to manage disruption by allowing change but ultimately making sure that the aim is maintained and persistence is the capability to continue despite difficult situations. Several antecedents of these dimensions of resilience are identified. For proactivity these include contract, training, monitoring, contingency and experience. For coping ability these include the contract, training, contingency and experience. For flexibility these include open-mindedness, planning, continual monitoring and continual identification of ideas and for persistence these include continual monitoring, planning and negotiation. Also, the consequence of resilience in projects is recovery through response, readiness and vulnerability reduction. This conceptualisation of resilience is then synthesised into a validated framework for resilience in projects. Theoretically, this research provides definition, dimensions, antecedents and consequence for resilience in projects and a theoretical starting point for the concept of resilience in projects. The significance of this research to practice is the identification and development of a more holistic perspective of managing disruptions in projects through the identified dimensions, antecedents and consequences. These dimensions, antecedents and consequences provide clarity for the roles of project managers and team members in managing disruptions and thus, expand the eleventh knowledge area; project risk management, of the Project Management Book of Knowledge (PMBOK). In addition, the dimensions, antecedents and consequences of resilience in projects contribute to the curriculum development in project management and thus, provide factors and indicators that project managers require in managing disruptions.

<p>Syftet med denna uppsats är att analysera hur tjänstekvalité inom B2B kan utvärderas samt att analysera om ViewsCapture, en frågeteknik med öppna frågor där respondenten själv kategoriserar sina egna kommentarer, kan tillföra något till befintliga metoder. Vidare avses att koppla samman utvärderingsmetoder med de olika syften företag har för att mäta kvalité.</p><p>Uppsatsen byggs upp av en omfattande litteraturstudie om vad tjänster och tjänstekvalité är, samt varför det är viktigt att utvärdera tjänstekvalité inom B2B. De utvärderingsmetoder som beskrivs i uppsatsen är dels attributbaserade och dels händelsebaserade metoder. Empiridelen består av material från Unified Dialogs AB som har utvecklat frågetekniken ViewsCapture som sedan analyseras tillsammans med befintliga metoder.</p><p>Undersökningen visar att tjänstekvalité handlar om att infria de förväntningar kunden har på en tjänst. Om kunderna skiljer sig signifikant ifrån varandra faller det sig naturligt att mer kvalitativa och mindre standardiserade metoder bör passa bättre. Det beror på att varje kund är unik och tillvägagångssättet många gånger inte är standardiserat, därför är det svårare att på förhand generalisera kring vad företagets kunder finner problematiskt. Genom användning av ViewsCaptures frågeteknik med öppna frågor skapas förutsättningar för att vidareutveckla de befintliga mätmetoderna i syfte att bättre tjäna företags och forskares syften för mätningen. Detta görs exempelvis genom att inhämtning av djupare information från attributbaserade mätmetoder möjliggörs samt att analys av de öppna svaren från en händelsebaserad metod underlättas.</p>

Syftet med denna uppsats är att analysera hur tjänstekvalité inom B2B kan utvärderas samt att analysera om ViewsCapture, en frågeteknik med öppna frågor där respondenten själv kategoriserar sina egna kommentarer, kan tillföra något till befintliga metoder. Vidare avses att koppla samman utvärderingsmetoder med de olika syften företag har för att mäta kvalité. Uppsatsen byggs upp av en omfattande litteraturstudie om vad tjänster och tjänstekvalité är, samt varför det är viktigt att utvärdera tjänstekvalité inom B2B. De utvärderingsmetoder som beskrivs i uppsatsen är dels attributbaserade och dels händelsebaserade metoder. Empiridelen består av material från Unified Dialogs AB som har utvecklat frågetekniken ViewsCapture som sedan analyseras tillsammans med befintliga metoder. Undersökningen visar att tjänstekvalité handlar om att infria de förväntningar kunden har på en tjänst. Om kunderna skiljer sig signifikant ifrån varandra faller det sig naturligt att mer kvalitativa och mindre standardiserade metoder bör passa bättre. Det beror på att varje kund är unik och tillvägagångssättet många gånger inte är standardiserat, därför är det svårare att på förhand generalisera kring vad företagets kunder finner problematiskt. Genom användning av ViewsCaptures frågeteknik med öppna frågor skapas förutsättningar för att vidareutveckla de befintliga mätmetoderna i syfte att bättre tjäna företags och forskares syften för mätningen. Detta görs exempelvis genom att inhämtning av djupare information från attributbaserade mätmetoder möjliggörs samt att analys av de öppna svaren från en händelsebaserad metod underlättas.

The aim of this Master’s thesis is to investigate if the library can be a real partner for researchers in managing and dealing with their research information. In this study, six researchers have been interviewed about their problems with information management. This study uses the method Critical Incident Technique for the interviews with the researchers. This method focuses mainly on problems and what happens around those problems. The interview results have been prepared with automatic clustering and analysed with the help of a theoretical model from Minnesota University Library. This is a model of the scholarly research process described in four overlapping areas: 1) Discover, 2) Gather, 3) Create and 4) Share. The studies result gives that there seems to be no problem with accessing full text information, the problem is rather narrowing down the search to get enough time to read it all. The researchers do not find any search skills in the library that match their own search skills. On the question if the library works well as a partner, the answer in this study is no. The researchers do not see the library as a partner in working with research information, but only as a supplier of documents. When they need assistance, they turn to colleagues, students, email, and as a last resort, the library.

線上學習（又稱「遠距教學」）在各領域的應用近年來不斷成長，學校教育當中也有越來越多的課程使用線上學習來實施教學工作。因為線上學習有別於一般傳統教學，具有資訊科技的介入，因此線上學習能帶來那些有別於傳統面授的效益是研究者所關心的，希望能經由滿意因素比較研究，了解線上學習的效益。 本研究是採用關鍵事例法(CIT)所做的質性研究，研究對象是國立政治大學線上學習的使用者（包含學生、助教和老師），用電話訪談或面談的方式來蒐集使用滿意╱不滿意的事件。研究將線上學習課程分成「同步」、「面授錄影」、「面授與非同步」及「線上非同步」四種類型，並配合課程結構問卷，對學生學習滿意進行分析，接著再比較助教、老師的滿意因素，找出三者個別的滿意原因，再經由整合比較找出整體的滿意╱不滿意因素。研究發現： （一）影響學生線上學習滿意╱不滿意的因素，共有「教學熱誠和技巧」、「情感互動」、「回饋互動」、「知識互動」、「資訊傳輸」、「教學系統軟硬體使用」、「課程設計」與「非電腦類教室設備」八類。 （二）影響助教線上學習滿意╱不滿意的因素，共有「動機需求」和「資訊科技介入對工作績效影響」二大原因。其中，動機需求含有「工作報酬」、「成就」、「社會需求（對老師）」、「社會需求（對學生）」四類；資訊科技介入有「系統使用流暢性」、「系統功能對教學效果影響」與「教學支援」三類。 （三）影響老師線上學習滿意╱不滿意的因素，共有「正面效益」和「負面效益」二大原因。正面效益的方面有「科技效益認知(樂觀)」、「創新求變」二類，負面效益則有「功能存疑」、「適應不良」與「技術和人力支援」三類。 （四）科技介入對於學生助教和老師的滿意都會有影響，但影響不同。 關鍵詞：線上學習、關鍵事例法、學習滿意 / Distance- Learning (also called “E- Learning”) keeps in growing as it applies to each field in recent years, as well as more and more courses uses Distance- learning for teaching in school education. Distance- Learning differs toward Traditional Learning because of the infusion from information technology; therefore the efficiency that Distance- Learning brings which differentiates from Traditional Learning is concerned by researcher through comparing satisfaction factors in this study to understand the benefit of Distance- Learning. This study adapt Critical Incident Technique (CIT) as qualitative research, research subject is Distance- Learning users (contains student, teaching assistant and lecturer) from National Chengchi University, which uses telephone surveys or face- to- face interview to collect usage satisfaction/dissatisfaction incident. This study categories Distance- Learning into “Synchronous”、“Personal Instruction and Video Recording”、 “Personal Instruction and Asynchronous” and “Distance Asynchronous” by incorporating course structure questionnaire to proceed student satisfaction analysis, followed by comparing satisfaction factors from teaching assistant and lecturer to find out individual satisfaction factors. Through integration and comparison of overall satisfaction/dissatisfaction factors, study result shows: (1) Factors influence Distance- Learning students’ satisfaction/dissatisfactions are “Teaching Enthusiasm and Skill”、“Emotional Interaction”、“Feedback Interaction”、“Knowledge Interaction”、“Information Transmission”、“Distance- Learning System Hardware/Software Usage”、“Curriculum Design” and “Non- computerized class facility”. (2) Factors influence Distance- Learning teaching assistants’ satisfaction /dissatisfactions are “Motivational Needs” and “Influences of Information Technology infusion toward Work Performance”. There are “Working Salary”、“Achievement”、“Social Needs (to lecturer)”、“Social Needs (to student)” within “Motivational Needs”; while “Information Technology Infusion” has “Fluent usage of System”、“Influences of System Function toward Teaching Effect” and “Teaching Support”. (3) Factors influence Distance- Learning lecturers’ satisfaction/dissatisfactions are “Positive Efficiency” and “Negative Efficiency”. “Positive Efficiency” has “Recognition of Technology Efficiency (optimism)” and “Innovativeness”, while “Negative Efficiency” has “Insecurity”、“Discomfort”、“Technical and Human Support”. (4)Technology infusion influences students’、teaching assistants’ and lecturers’ satisfaction, but with different influence. Keywords: Distance- Learning, Critical Incident Technique (CIT), Learning Satisfaction

在各個不同的產業裡，皆有研究提出構成企業「成功」和使其具有競爭力應擁有的關鍵因素。本研究以訪談資深非營利組織領導人來歸類整理出何謂「成功」的非營利組織及其發展的關鍵成功因素，以提供給向來資源有限的非營利組織在發展過程中作為檢視，以將資源優先投入這些關鍵的領域來減少無謂的摸索和失敗的可能。 為達研究目的，選擇持續運作超過十年的婦女團體，運用深度訪談法與關鍵事件分析法（Critical Incident Technique ,CIT），依五個受訪者所提其組織發展關鍵成功因素及對彼此組織發展關鍵成功因素，以「非營利組織的使命」;「非營利組織的參與者」；「非營利組織的運作」這三個構面將訪談內容歸類整理出非營利組織發展的「關鍵成功因素」如下： *非營利組織的使命：有清楚的宗旨（使命） *非營利組織的參與者： 1.參與者的特質：主動積極、對組織使命認同、有理想性格、熱忱、具行動力 2.組織的領導者：一路堅持的靈魂人物、願意不斷成長且洞見觀瞻的領導者 3.互補又分工的合作團隊 *非營利組織的運作： 1.組織文化：平等開放、學習型組織、活力型組織 2.把訴求清楚表達的能力 3.建立公信力及獲得社會認同 4.把人當做最大的資產，對參與者採「增權」方式 5.不斷檢視社會環境變遷，依社會需要調整服務或回應需求產生新服務 6.創新的靈活策略且能結合各方資源發揮影響力 一個非營利組織從成立到成為一個「成功」的非營利組織，最關鍵的因素為組織能否部份或階段性達成當初設定的使命，所以建議領導者要不斷檢視組織的使命是否有貫徹；要不斷反省與自我提升；同時要隨時注意時事以掌握社會需求脈動。非營利組織需掌握社會各種媒介的情報，促使成員相互激盪，培養出組織的共識與新行動；重視團隊合作；連結不同組織的資源網絡及凝聚共識的過程需平等公開，不採取一言堂的方式，「增權」組織成員潛能以使其盡情發揮，使組織維持最大動能。 / Research shows that there are key factors contributing to “success” that are common across industries. This study investigated the key to success of Non-Profit Organizations (NPO) and their developments through in-depth interviews with NPO leaders. These findings can serve as developmental key learnings for other, resource-limited NPO’s, allowing them to more effectively harness available resources, thus reducing wastage due to trial and error. This research paper endeavors to organize these Critical Success Factors into easily accessible best-of-practice case studies for up-and-coming NPO’s. For the purposes of this study, the author selected five Non-Profit Women’s Associations with a least ten years of successful operations. Research methodology was depth interviews combined with Critical Incident Technique (CIT). Three main constructs were used in this process including: The mission of NPOs, NPO participants and NPO operations. This study identifies and organizes “Critical Success Factors” that all successful Non-Profit Organizations should own. The Critical Success Factors of A Successful NPO Are: 1.Well defined missions. 2.Strong Personnel/Membership Structure: a.Members of the organization will have: i.self-motivated; identification to organization missions ii.A high degree of enthusiasm iii.The ability to execute the organization directives b.A successful NPO will have Leadership with the following characteristics/skill sets: i.The spiritual leader of an NPO with an unchanging sense of mission, a strong and insight. ii.The ability to continually learn and apply those learnings to the organization. iii.A mutually supporting team that divides work up equally. 3.Strong Operations: a.Organization culture: Equal, open, focused on learning and vigorous. b.Externally it will be able to: i.Clearly articulate organizational goals and objectives ii.Create sufficient exposure to create positive awareness and opinion within society c.Internally it will be able to: i.Create “esprit-de-corps” within organization ii.Empower stake-holders to leverage their strengths d.Continual review of social changes and the adjustment of old services or the introduction of new services to meet social needs. e.Creative and flexible strategies and the ability to integrate various resources to exert influence. A successful NPO needs to accomplish the initial Mission. In order to achieve this, it is recommended that the NPO leadership continually review whether or not the organization is achieving the objectives for which it was established and conduct self-evaluation and self-improvement. The NPO also needs to be in tune with developments and trends in the society it is operating in. By making the information gleaned open and available to all members of the organization, the leadership can empower its members and contribute to a common sense of purpose, helping it achieve the maximum efficiencies and success.