Intrapreneurship is a phenomenon that differs from entrepreneurship as it is seen as entrepreneurship within an existing organization. The purpose of this qualitative study has been to explore the conditions for the individual’s intrapreneurship and the relationship between intrapreneurship and the individuals learning in organizations. The purpose was achieved by answering the following research questions: “What is employee’s attitudes towards intrapreneurship”, “What opportunities for intrapreneurial activities do employees feel exist in organizations” and “What obstacles for intrapreneurial activities do employees feel exist in organizations”. To investigate the study's purpose semi-structured interviews were chosen as a method and performed with eight informants with different roles, positions and in different organizations. The interviews were conducted remotely based on an interview-guide that allowed for follow-up questions. The interviews were recorded, transcribed and analyzed. The results of the study showed that all informants have a positive attitude towards intrapreneurship. We could identify four factors that were considered to enable intrapreneurship: encouragement from managers and colleagues, support from managers, freedom and personal responsibility and communication and collaboration. We could also identify four obstacles for intrapreneurship: time and priorities, hierarchy and organizational politics, employee’s resistance towards change and to motivate your ideas. In conclusion the study shows that for the individual ́s intrapreneurship to be promoted, the organization must contribute with a good innovation climate, support and necessary resources and the individual must be motivated. Therefore, it takes a good collaboration between the individual and the organization for successful intrapreneurship to happen. When these factors are met, it can also contribute to the individual’s personal development and learning.

Title: A Study on the Innovation Behavior of Information Infused Instruction for Elementary School Teachers School: National Sun Yat-Sen University Department: Institute of Education Time: May,2007 Degree: Master Advisor: Yang, Shu-Ching Researcher: Wu, Tasi-Jung The purpose of this study was as follows: (1) to develop the scales of the innovation climate, the pedagogical literacy, the innovation motivation and the innovation behavior of information infused instruction; (2) to analyze the status quo for teacher¡¦s innovation behavior of information infused instruction; (3) to compare teachers¡¦ different background factors so as to know the difference in teachers¡¦ performance of the innovation climate, the pedagogical literacy, the innovation motivation and the innovation behavior of information infused instruction; (4) to construct a structural equation model of the innovation behavior of information infused instruction for elementary school teachers. To achieve the purpose of the study, self-constructed questionnaire-¡§The investigation questionnaire on the innovation behavior of information infused instruction for elementary school teacher¡¨ was used in this study. The sample of the study was composed of 823 elementary school teachers in Kaohsiung City. The data was analyzed by confirmatory factor analysis, descriptive statistics, t-test, multivariate analysis of variance and structural equation modeling. Major findings of the study was as follows: (1) The reliability and validity of the scales of elementary school teachers¡¦ innovation climate, pedagogical literacy, innovation motivation and innovation behavior of infusing information into instruction was acceptable. (2) The status quo in elementary school teachers¡¦ innovation climate and motivation of infusing information into instruction was higher than the median on the six-point scale ; however, the status quo in elementary school teachers¡¦ pedagogical literacy and innovation behavior of infusing information into instruction was lower than the median on the six-point scale. (3) There was small anticipation-effect size in elementary school teachers¡¦ innovation climate of infusing information into instruction in term of the gender, information-seeded teachers,age, seniority, appointment, the time of taking information technology related training, the time of using information technology each week, the experience of creative teaching competition, the experience of information infused instructional competition, the experience of helping students participate competition, and the experience of helping students participate information related competition. (4) There was medium to large anticipation-effect size in elementary school teachers'pedagogical literacy of infusing information into instruction in term of the gender, information-seeded teachers, the time of using information technology each week, the experience of individual competition, the experience of information infused instructional competition, the experience of helping students participate competition, and the experience of helping students participate information related competition. (5) There was medium anticipation-effect size in elementary school teachers¡¦ innovation motivation of infusing information into instruction in term of the gender, information-seeded teachers, the time of using information technology each week, the experience of individual competition, the experience of creative teaching competition, the experience of information infused instructional competition, the experience of helping students participate competition, and the experience of helping students participate information related competition. (6) There was medium to large anticipation-effect size in elementary school teachers¡¦ innovation behavior of infusing information into instruction in term of the gender, information-seeded teachers, the time of using information technology each week, the experience of individual competition, the experience of teaching project design, the experience of creative teaching competition, the experience of information infused instructional competition, the experience of helping students participate competition, and the experience of helping students participate information related competition. (7) The model, ¡§innovation climate, pedagogical literacy and innovation motivation had direct effects on innovation behavior¡¨ , was better for the innovation behavior of information infused instruction for elementary school teachers. According to the research results mentioned above, this research had proposed specific recommendation to the educational administration agency, elementary schools and follow-up researchers .