The thesis deals with the code choice in the language classroom, particularly with teaching Czech as a foreign language. This thesis is an excursion into contemporary teaching Czech as a foreign language and its main aim is to explore the role of the code choice in CFL teaching and find out the motives of this choice on the part of the teacher - whole thesis is therefore primarily concerned with teacher's code choice in the language classroom and with factors that influence the choice. This aim is realized with the use of several case studies that examine in detail the code choice in several courses of Czech for foreigners using participant observation, semi- structured interview and the results of previous similar studies are taken into account. In conclusion, the results of individual studies are compared and we tried to find out trends and key factors that could play an important role in the code choice in the language classroom. Key words : Czech as foreign language, classroom language communication, case study, teacher talk, code choice, mediating language

The purpose of this thesis is to analyze two Spanish versions of Čapek's drama R. U. R. with regard to the English text they both originate from. The theoretical part examines the phenomena of indirect translation, metatextuality (especially as far as adaptations for children are concerned) and translation of theatre plays according to Jiří Levý (1963). In the empirical part, R. U. R. is first analyzed with regard to various quotes the author himself said about his play. Next, Paul Selver's English version of R. U. R. is examined: it is explained how the text originated, what kind of changes it contains in comparison to the original text and how it was received. Finally, the thesis focuses on Consuelo Vázquez de Parga's Spanish rendition of R. U. R., which is a translation of Selver's English text. Again, changes on both compositional & ideological-esthetical level and stylistic level are analyzed. Here, Popovič's (1975, 1983) typology of stylistic shifts and changes in translation was used as the main methodological instrument. Last but not least, the thesis also addresses Juan Cervera Borrás's Spanish adaptation of R. U. R. for youth theatre. Key words: R. U. R., Čapek, Spain, indirect translation, metatextuality, adaptation, mediating text, adaptations for children, Selver, Vázquez de Parga,...

Bakgrunden till studien är att forskning kring elever med språkstörning i matematikundervisningen ärbegränsad. Den lilla forskning som finns är mest internationell. Syftet är att vi vill bidra med en inblick ivilka svårigheter som kan uppstå och hur matematikundervisningen kan utformas för elever medspråkstörning, på lågstadiet och mellanstadiet. Det är en kvalitativ studie, som gjordes medsemistrukturerade intervjuer. Urvalet är begränsat, endast nio speciallärare med inriktning motmatematikutveckling deltog. Det teoretiska ramverket utgår från den sociokulturella teorin medmedierande verktyg och den didaktiska teorin med hur undervisning kan ske. Vi analyserar resultatetmed utgångspunkt i de specialpedagogiska perspektiven, kategoriskt och relationellt perspektiv. Studiens resultat visar att samtliga speciallärare upplever att det är språket som ställer till det för elevermed språkstörning i matematik. Det är främst matematiska begrepp och kommunikation påmatematiklektioner som framkommer i intervjuerna. Kartläggningen utgör grunden när speciallärarnagör individuella anpassningar. Många speciallärare har enskild undervisning med eleverna medspråkstörning då de arbetar med begreppsbildning och använder det medierande verktyget konkretmaterial. Detta ska leda fram till att eleven med språkstörning ska kunna delta i klassundervisningen.Slutsatsen av studien visar att det finns behov av att kunskaperna kring elever med språkstörning imatematik ökar. Vid speciallärarutbildningen behöver språkutveckling och sambandet mellan språk ochmatematik ingå. Vi anser att kommunerna bör ha personal med kompetens om språkstörning ditspeciallärarna kan vända sig vid behov. / The basis of our study is that research on mathematics education for pupils with DLD, DevelopmentalLanguage Disorder is limited. The research which does exist is predominantly international. Thepurpose of our study is to offer insight in difficulties which may arise and how mathematical educationmay be designed for pupils in grades 1-6 with DLD. This is a qualitative study based on semi-structuredinterviews. The selection has been limited, only nine special education teachers, specializing inmathematical development, took part. Our results are analyzed from a special educational viewpoint,categorical and relational. The results of our study show that every one of the special education teachers feel that language is anissue for pupils with DLD in mathematics. The main issues, which come up in the interviews, are to dowith concept and communication within mathematics. Mapping makes up the basis for the adaptationsspecial education teachers do. Many special education teachers utilize individual teaching for pupils withDLD, when they work on conceptualization, using the mediating tool physical material. This is meant tolead to the pupil with DLD being able to take part in class teaching.Our conclusion is that there exists a need to increase knowledge on mathematical education for pupilswith DLD. Language development and the link between language and mathematics, needs to beincluded in the training of special education teachers. It is our opinion that municipalities require skilledstaff with knowledge of DLD, to whom special education teachers may turn when needed.

[pt] O objetivo desta dissertação é analisar a Coleção Nosso Século, buscando identificar características e elementos que permitam evidenciar a coleção como obra de mediação cultural. A categoria de intelectuais mediadores também será objeto de análise, tendo em vista que intelectuais que trabalharam na Nosso Século tinham como objetivo um projeto político-cultural voltado para a divulgação de conhecimento histórico para um público amplo sobre a História Contemporânea do Brasil, prática característica de mediação cultural e do trabalho de intelectuais mediadores. Para o estudo da Coleção Nosso Século, obra publicada em 1980 pela Editora Abril Cultural, na forma de fascículos vendidos em bancas de jornais, a dissertação optou pela análise do seu conteúdo e das fontes históricas utilizadas para o desenvolvimento da coleção, além de entrevistas orais com profissionais que atuaram nessa produção cultural em várias funções e práticas culturais. / [en] The dissertation objective is to analyze Nosso Século Collection, aiming to identify characteristics and elements that allow us to substantiate it as work of cultural mediation. The mediating intellectual category will also be object of analysis, considering that intellectuals who worked at Nosso Século had, as objective, a political-cultural project aimed at spreading historic knowledge about Brazilian Contemporary History to a broad public, practice typical of cultural mediation and work of mediating intellectuals. For the study of Nosso Século Collection, a work published in 1980, by Abril Cultural Publishing Company, in the form of installments sold through newsstands, the dissertation opted for analysis of its contents and the historical sources used for the collection development, in addition to oral interviews with professionals who worked in this cultural production in various functions and cultural practices.

Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter.  Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget.   Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.”  Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.

本研究之目的是探討消費者自我認知年齡 (Cognitive Age) 與品牌年齡之一致性程度，對其品牌偏好的影響。為使研究結果具一般性之參考價值，本研究不以單一產品為研究標的，而是將產品依其所滿足之消費者需求的不同，區分為功能型產品 (Utilitarian Product)、享樂型產品 (Hedonic Product) 與象徵型產品 (Symbolic Product) 三類，以產品類型做為調節變數，了解在不同產品類型下，消費者自我認知年齡與品牌年齡之一致性，對其品牌偏好之關係會有何種程度之變化。 　　有鑑於國內並未有類似之研究探討，本研究分兩階段進行，先透過次級資料探討確定消費者認知年齡與品牌年齡之差距，對消費者在品牌偏好度上之可能關係，在次級資料之研究結果與研究方向一致時，正式進行第二階段的調查，驗證研究假說。 　　研究結果顯示消費者之認知年齡確實不同於真實年齡，兩者間呈現正向相關之特性，顯示真實年齡高者，其認知年齡也會較高。在研究主效果上，消費者真實年齡與品牌年齡之一致性，以及消費者認知年齡與品牌年齡之一致性，都與消費者之品牌偏好度呈現正向影響關係，但其中以認知年齡之影響較為明顯，支持認知年齡對真實年齡與品牌偏好間之關係具中介效果。結果發現，消費者認知年齡與品牌年齡之一致性對品牌偏好度之關係，在象徵型產品上最為強烈，其次是享樂型產品，功能型產品最弱。 　　整體而言，認知年齡較傳統行銷所使用之真實年齡更能反映消費者之自我概念與品牌偏好，特別是對象徵型與享樂型產品。因此，若能妥善將認知年齡與其他人口統計變數搭配使用，將有助於行銷者掌握消費特性，擬定契合之品牌策略。此外，本研究建議象徵型產品廠商在其品牌管理上尤應注重目標消費者之認知年齡，諸如品牌年齡定位與代言人的選擇，都應配合其目標消費族群之認知年齡。 / The purpose of this study is to discuss the congruency of consumer’s cognitive age and perceived brand age on brand preference. In order to maximize the contri-bution of the study, this study examines 3 product types, namely functional, hedonic, and symbolic rather than choosing a single product. By using product types as mod-erator, the study shows the effect of consumer’s cognitive age and perceived brand age on brand preference changes under different types of products. Because there’s no similar study in Taiwan before, the study uses secondary da-ta to explore the relationship between a consumer’s brand preference and cogni-tive-brand age gap (the disparity between the consumer’s cognitive age and brand age). A second stage of investigation was conducted to verify the research assump-tions once the secondary data study and the results were found to be consistent. According to the results, the gap between consumer’s cognitive age and actual age actually exists, and the two of them are positively related, implying that older people have higher cognitive age. On the main effect, although “the congruency of consumer’s actual age and brand age” and “the congruency of consumer’s cognitive age and brand age” both have a positive relationship with brand preference, the relationship between “the congruency of consumer’s actual age and brand age” and “brand preference” is stronger, indicating that cognitive age has a mediating effect on the relationship between actual age and brand preference. Furthermore, the relationship between “the congruency of consumer’s cognitive age and brand age” is much more salient for symbolic products than hedonic products, while functional product consumer choices are the least affected by this relationship. To sum up, cognitive age tells us more about consumer self-image and brand preference than the traditional marketing variable, actual age. This is especially true for symbolic and hedonic products. Therefore, if marketers could combine cognitive age with other demographic variables, they will learn more about consumers and draw up the most appropriate strategy for their brand. Furthermore, this study re-commends that firms marketing symbolic products should take into account con-sumers’ cognitive age, when determining brand age positioning. The selection of ad-vertising actors should also be aligned with the target consumer’s cognitive age.

Les compétences sont des objets de gestion complexes mais indispensables à l’employeur pour spécifier ses besoins et au travailleur pour tracer son profil. Agrégées en postes, emplois, métiers, elles forment des cadres transactionnels dans un espace constitué d’objets abstraits et de leurs liens. Cette thèse vise à affirmer la centralité d’un dispositif cartographique à travers l’examen : des bénéfices d’une mise au net de cet espace, notamment face à la transformation numérique ; du recours indispensable à un artefact médiateur technologique ; du rôle de cartographe, le maître d’oeuvre de la fonction RH, investie de la médiation et de la régulation sociales. La recherche s’appuie sur un parcours professionnel dans le domaine RH et, sur le plan méthodologique, croise les besoins de la gestion des compétences avec les apports de la cartographie moderne. Elle aboutit à une proposition méthodologique pour cartographier des espaces abstraits, appuyée par un démonstrateur internet SaaS. / Skills are complex management objects which are essential to define employers’ needs and draw one’s profile and wishes. Aggregated in positions, jobs, professions, they form a transactional framework in a space of abstract artefacts and their links. This thesis aims to assert the centrality of a mapping device by examining: the benefits of a clearing of this space, especially trough digital transformation; the indispensable support of technological artefacts to help a person or a group, to identify, decide, evolve in this space; the role of cartographer to be taken by the human resources function. The research is based on a professional career in the field of human resources and methodologically, crosses needs around the notion of competence with the contributions of modern cartography (GIS, geomatics, data visualisation). It leads to a synthesis by the design of a SaaS platform demonstrator, and a cartographic methodology for abstract space.

本研究主要目的在探討親子依附關係在兒童知覺雙親衝突與兒童生活適應間扮演中介角色的可能性，並探討社會支持、自我效能在兒童知覺雙親衝突與親子依附關係間、親子依附關係與兒童生活適應間是否具有調節效果。 　　本研究以318名國小五、六年級的學生為研究對象，採用「兒童知覺雙親衝突量表」、「父親依附量表」、「母親依附量表」、「學生社會支持量表」、「自我效能問卷」，和「國小學童生活適應量表」六種量表，以瞭解受試者在各研究變項（兒童知覺雙親衝突、親子依附關係、社會支持，自我效能、兒童生活適應）上的情形。 　　研究結果支持親子依附關係在兒童知覺雙親衝突與兒童生活適應間具有中介效果。至於社會支持的調節效果，只有在兒童知覺雙親衝突與兒童與父親的依附關係間，社會支持的調節效果獲得支持，而自我效能調節效果的假設則未獲得支持。 　　根據研究結果，雙親衝突的確對親子依附關係與兒童生活適應有不良影響，因此父母應避免破壞性衝突，或將衝突轉化成具建設性的；在衝突過程中，不要忘了注意、關心兒童的感受，以維持良好的親子互動。至於社會支持與自我效能在兒童知覺雙親衝突與親子依附關係間、親子依附關係與兒童生活適應間的調節效果，則有待進一步的研究。 第一章 緒論……………………………………………………… 1 第一節 研究背景與目的………………………………………… 1 第二節 研究問題………………………………………………… 4 第二章 文獻探討………………………………………………… 5 第一節 婚姻衝突與兒童生活適應的關係……………………… 5 壹、 婚姻衝突的概念與含意…………………………………… 5 貳、 生活適應的含意…………………………………………… 7 參、 父母衝突對兒童生活適應的影響………………………… 9 肆、 父母衝突對兒童影響的機制………………………………11 一、 模仿…………………………………………………………11 二、 認知情境脈絡架構…………………………………………12 三、 親子間的依附關係…………………………………………15 第二節 兒童的社會支持與自我效能與其生活適應之關係……22 壹、 社會支持與兒童生活適應之關係…………………………22 一、 社會支持概念的起源與定義………………………………22 二、 社會支持的來源與分類……………………………………25 三、 社會支持的測量……………………………………………27 四、 社會支持的壓力調節假說…………………………………28 五、 社會支持的相關研究………………………………………31 貳、 自我效能與兒童生活適應之關係…………………………34 一、 自我效能理論緣起…………………………………………34 二、 自我效能的意義……………………………………………36 三、 自我效能的來源……………………………………………38 四、 自我效能的測量……………………………………………39 五、 自我效能的相關研究………………………………………40 第三章 研究方法…………………………………………………43 第一節 研究假設與架構…………………………………………43 第二節 研究對象…………………………………………………44 第三節 測量工具…………………………………………………45 第四節 資料處理…………………………………………………61 第四章 研究結果………………………………………………63 第一節 受試者之基本資料…………………………………63 第二節 研究變項各向度的描述統計結果……………………64 第三節 研究變項的相關分析…………………………………65 第四節 研究變項的迴歸分析…………………………………68 第五章 結論與討論………………………………………………76 第一節 結論……………………………………………………76 第二節 討論……………………………………………………77 第三節 研究限制與建議…………………………………………82 參考文獻…………………………………………………………86 中文部份………………………………………………………86 英文部份………………………………………………………88 附錄………………………………………………………………95 附錄一 預試量表………………………………………………95 附錄二 正試量表…………………………………………… 106 圖目錄 圖 2 -1 認知情境脈絡架構………………………………………………………13 圖 2 -2 社會支持之主要效果模式………………………………………………29 圖 2 -3 社會支持作為壓力調節器的模式………………………………………30 圖 2- 4 社會支持之調節效果模式………………………………………………30 圖 2 -5 三種互動論………………………………………………………………35 圖 5 -1 兒童社會支持在兒童知覺雙親衝突與父親依附間的調節效果………72 表目錄 表 5 -1 樣本次數分配表………………………………………………………63 表 5 -2 研究變項各向度之平均數與標準差…………………………………64 表 5 -3 各研究變項向度間的相關……………………………………………66 表 5 -4 各研究變項間的相關…………………………………………………68 表 5- 5 兒童知覺雙親衝突對親子依附關係的迴歸分析……………………69 表 5 -6 兒童知覺雙親衝突對親子依附關係的逐步迴歸分析………………69 表 5 -7 親子依附關係對兒童生活適應的迴歸分析…………………………70 表 5 -8 父親依附對兒童生活適應的逐步迴歸分析…………………………70 表 5 -9 母親依附對兒童生活適應的逐步迴歸分析…………………………71 表 5 -10 以父親依附為依變項、兒童知覺雙親衝突為自變項、兒童社會支 持為調節變項的階層迴歸分析………………………………………72 表 5 -11 以母親依附為依變項、兒童知覺雙親衝突為自變項、兒童社會支 持為調節變項的階層迴歸分析………………………………………73 表 5 -12 以兒童生活適應為依變項、父親依附為自變項、兒童社會支持為 調節變項的階層迴歸分析……………………………………………73 表 5 -13 以兒童生活適應為依變項、母親依附為自變項、兒童社會支持為 調節變項的階層迴歸分析……………………………………………73 表 5 -14 以父親依附為依變項、兒童知覺雙親衝突為自變項、兒童自我效 能為調節變項的階層迴歸分析………………………………………74 表 5 -15 以母親依附為依變項、兒童知覺雙親衝突為自變項、兒童自我效 能為調節變項的階層迴歸分析………………………………………74 表 5 -16 以兒童生活適應為依變項、父親依附為自變項、兒童自我效能為 調節變項的階層迴歸分析……………………………………………75 表 5 -17 以兒童生活適應為依變項、父親依附為自變項、兒童自我效能為 調節變項的階層迴歸分析……………………………………………75 / The purpose of this study is to discuss the role of parent-child attachment as a mediator in the relationship between child's perception of interparental conflict and child adjustment , and to investigate whether or not did social support and self-efficacy have buffering effects on the relationships between child's perception of interparental conflict and parent-child attachment, and between parent-child attachment and child adjustment Using 318 5th- and 6th- grade students in elementary school as subjects, researcher adopted six scales- The Children's Perception of Interparental Conflict Scale, Inventory of Father Attachment , Inventory of Mother Attachment , Social Support Scale, Questionnaire of Self-efficacy , and Inventory of Elementary School Students Adjustment- to measure subjects' scores in these variables (child's perception of interparental conflict, parent-child attachment, social support, self-efficacy and child adjustment ). Results indicated that parent-child attachment would mediate the relationship between child's perception of interparental conflict, and child adjustment. The buffering effect of social support was only showed in the relationship between child's perception of interparental conflict and father-child attachment. Self-efficacy didn't show any buffering effects. According to the results, interparental conflict had negative impact on parent-child attachment and child adjustment . Thus, parents should avoid showing conflict in a destructive way or display the conflict in a constructive way; that is, don't forget to be sensitive to and take care of child's feeling when parents are in conflict. There are no obvious buffering effects of social support and self-efficacy on the relationships between child's perception of interparental conflict and parent-child attachment and between parent-child attachment and child adjustment . To learn more on their relationships, further researches are needed.

Effective knowledge sharing within project teams is critical to knowledge-intensive professional service firms. Prior research studies indicate a positive association between trust, social-cognitive factors, and effective knowledge sharing among co-workers. The conceptual framework proposed here builds on these studies, and draws from theoretical foundations from the organizational behavior, psychology, information studies, sociology, and management literature on organizational trust and knowledge sharing, and identifies the most significant factors found to influence organizational knowledge sharing directly and indirectly through trust. The study makes methodological contributions in the form of conceptualizations for knowledge sharing behavior, trust, and tie strength. Also, it provides a more nuanced and focused analysis, by factoring for knowledge type and co-worker working relationship. Data were collected from 275 knowledge workers (‘legal professionals’ and paralegals) engaged in shared legal project work, at one of Canada’s largest multijurisdictional law firms. The nature of their work required a significant reliance on co-workers, for both explicit and tacit knowledge. Multiple regression analysis, among other statistical techniques, was used to test the hypotheses and determine significant relationships. Of the factors examined in the study, the three found to have the strongest effect on respondents’ trust in their co-workers were shared vision, shared language, and tie strength. Furthermore, the two factors found to have the strongest effect on organizational knowledge sharing behavior were trust and shared vision. Overall trust was also found to have a mediating effect between shared vision and knowledge sharing behavior, and between shared language and knowledge sharing behavior. A significant implication for practitioners is that effective knowledge sharing among co-workers requires a nurturing manager to work on developing co-worker trust and shared vision. Furthermore, a manager wanting to promote trust between co-workers must nurture shared language and shared vision.

創新是複雜、昂貴、且高風險的活動，並且存在外部性，研發合作為促使企業從事創新的重要機制。本研究目的在於延伸過去理論性架構與實證研究，建立研發合作—創新—財務績效價值鏈。以下為研究問題： 1.吸收能力、知識外溢、與不確定性是否會影響研發合作的頻率？ 2.研發合作是否可以提高研發投資、研發產出、與財務績效？ 3.不同的研發合作型態如何影響研發合作的決定因素？ 4.不同的研發合作型態如何影響研發合作的績效？ 5.研發合作與財務績效的關係是否會受到研發投資與研發產出的中介影響？ 本研究採用 two-industry, n-firm-per-industry Cournot 競爭模型探討研發合作、研發投資（創新之投入面）、研發產出（創新之產出面—非財務績效）、與財務績效的關係，並以台灣高科技產業為研究對象進行實證分析。對於台灣高科技產業的研發合作與創新活動，研究結果提供學術界與企業界更完整且廣泛的觀點。 實證結果支持公司擁有較高吸收能力的員工是從事研發合作的決定因素之一。另外，知識外溢的提高，亦將促使高科技公司進行研發合作。而在高度吸收能力與知識外溢下，公司採行一般合作之頻率較其他合作模式高。 另外，實證結果也發現研發合作的確鼓勵台灣高科技產業的公司進行更多研發的投資，並且持續創造較高的研發產出與財務績效。相對於其他合作型態，一般合作可以創造較高的研發產出與財務績效，因此為較佳的合作模式。而由於市場競爭的本質，使得水平合作公司之研發投資較垂直合作與一般合作少。最後，僅有研發投資並不足以提升公司的績效與維持競爭優勢，研發合作公司的創新能力與研發產出才是獲利力的決定因素。 / Innovation is complex, costly, and risky and incurs externalities. R&D cooperation is thus a proper mechanism to encourage firms to innovate. The purposes of this dissertation are to extend the prior theoretical framework and empirical studies to establish a research framework for the R&D cooperation—innovation—financial performance chain. The research questions are as follows: 1.Do absorptive capacity, knowledge spillovers, and uncertainty affect the intensity of R&D cooperation? 2.Does R&D cooperation result in higher R&D investments, R&D outputs, and financial performance? 3.How do different R&D cooperation types influence the determinants of R&D cooperation? 4.How do different R&D cooperation types influence the performance of R&D cooperation? 5.Is the effect of R&D cooperation on financial performance mediated by R&D investments and R&D outputs? In this dissertation I apply the two-industry, n-firm-per-industry Cournot competition models to theoretically examine the relationship between R&D cooperation, R&D investments (input perspective of innovation), R&D outputs (output perspective of innovation—non-financial performance), and financial performance. I then use Taiwan’s high-technology industry as a research sample and empirically test my research hypotheses. The results provide academia and practitioners with a more comprehensive view of R&D cooperation and innovation activity among Taiwan’s high-technology industries. The empirical results support the argument that absorptive capacity has a positive impact on the frequency of R&D cooperation in high-technology industry. In addition, an increase in knowledge spillovers also tends to increase intensity to collaborate in R&D. Under high absorptive capacity and knowledge spillover, generalized R&D cooperation is preferred to other cooperative models. The empirical results also show that R&D cooperation does encourage Taiwan’s high-technology firms to invest more resources in R&D, and leads to higher R&D outputs and financial performance under the characteristic of high knowledge spillovers. Relative to other cooperation types, generalized cooperation leads to higher R&D outputs and financial performance and is a superior cooperative model. Due to the nature of market competition, horizontal cooperative firms are not willing to invest too much in R&D relative to vertical cooperation and generalized cooperation. Finally, simply investing in R&D alone is not enough to achieve breakthrough performance and sustain a competitive advantage. The ability to innovate and generate R&D outputs determines the profitability of the cooperative company.