Esta dissertação trata da relação entre as transformações contemporâneas que envolvem o conhecimento científico e tecnológico diante da disseminação das novas tecnologias da informação e da comunicação (NTICs) e as potencialidades de desenvolvimento de dinâmicas de saber não restritas aos pressupostos do paradigma da ciência moderna. O objetivo principal deste trabalho consiste na investigação dos limites e possibilidades para a emergência de distintas dinâmicas do conhecimento científico e tecnológico associadas aos novos ambientes virtuais surgidos no período da web 2.0. Especificamente são investigadas as potencialidades desses ambientes para a promoção de dinâmicas favoráveis à constituição de ecologia de saberes por seus integrantes. Para isso, busca-se identificar e analisar o conjunto de valores, interesses, representações e práticas que envolvem a organização formal e os processos de participação de um ambiente em especial da internet: a Wikipédia lusófona. Assume-se a ideia de que o site, constituído sob influência dos valores e práticas que deram forma à internet, é capaz de favorecer o desenvolvimento de dinâmicas de colaboração compatíveis com os pressupostos da ecologia de saberes propostos por Santos (2011a). Esta investigação foi realizada a partir da análise da estrutura “formal” wikipedista e da realização de entrevistas semiestruturadas envolvendo a participação de 24 usuários colaboradores em artigos de temática científica e tecnológica do “conteúdo destacado” da Wikipédia lusófona. Conclui-se, de um lado, que o site tende a reproduzir a hierarquia das disciplinas de C&T e a distribuição das áreas de interesse dos usuários de acordo com os espaços por eles ocupados na sociedade, bem como a manifestar valores, representações e práticas fortemente associados ao paradigma da ciência e da tecnologia modernas. De outro lado, entretanto, mostra-se se favorável não só à diversificação do perfil dos agentes voltados à produção, difusão e aquisição de conteúdos científicos e tecnológicos em comparação aos espaços convencionais do conhecimento de C&T, mas também à abertura de diferentes possibilidades de participação e de apropriação dos produtos coletivos do site. Da mesma forma, a Wikipédia lusófona revela-se capaz de incitar entre seus colaboradores o desenvolvimento da capacidade de argumentação, de convivência com diferentes pontos de vista e o interesse pelo trabalho voluntário, de modo a favorecer a emergência de representações imprescindíveis à superação do paradigma da ciência moderna e à constituição de ecologia de saberes: a solidariedade, a participação, o princípio do prazer, a autoria e a artefatualidade discursiva. / This thesis is about the relation between the contemporary transformations concerning scientific and technological knowledge because of the spread of new information and communication technologies (NICT) and the potentials of development of new knowledge’s dynamic not restricted to the assumptions of the modern science paradigm. The goal of this study is to investigate the limits and possibilities for the emergence of distinct dynamics of scientific and technological knowledge under the influence of the web 2.0 virtual interfaces. Specifically, the thesis investigates the potentials of those interfaces to promote, among their users, propitious dynamics toward the establishment of the ecology of knowledges. This research identifies and analyzes a set of values, interests, representations and practices concerning the formal organization and the participation’s processes of a particular web’s virtual interface: Lusophone Wikipedia. Assuming the hypothesis that this site, which has been founded under the influence of the same values and practices adopted in the internet creation, is able to promote the development of compatibles collaborative dynamics with the assumptions of an ecology of knowledges, as proposed by Santos (2011a). This investigation has been made from the analysis of "formal" Wikipedian’s structure and from semi-structured interviews with 24 collaborators users of the "highlighted subjects” on scientific and technological issues of the Lusophone Wikipedia. The thesis’ conclusions are: on one hand, that the Wikipedian’s interface tends to reproduce the disciplines’ hierarchy of the S&T knowledge and the distribution of users’ areas of interest according to the social places occupied by them, as well as express values, representations and practices associated with modern science paradigm. On the other hand, this study observes that Lusophone Wikipedia is propitious, not only to diversify the profile of the collaborators involved in the production, dissemination and achievement of scientific and technological subjects compared to the conventional spaces of the S&T knowledge, but also opening various possibilities for participation in the site, included ownership of collective products. In this way, this virtual interface can be able to foment among their collaborators the capacity of argumentation, coexistence with different points of view and the interest in voluntary work in order to foster the emergence of the essential representations to overcoming the modern science paradigm and the establishment of an ecology of knowledges: solidarity, participation, the principle of pleasure, authorship and discursive artifactuality.

Esta dissertação trata da relação entre as transformações contemporâneas que envolvem o conhecimento científico e tecnológico diante da disseminação das novas tecnologias da informação e da comunicação (NTICs) e as potencialidades de desenvolvimento de dinâmicas de saber não restritas aos pressupostos do paradigma da ciência moderna. O objetivo principal deste trabalho consiste na investigação dos limites e possibilidades para a emergência de distintas dinâmicas do conhecimento científico e tecnológico associadas aos novos ambientes virtuais surgidos no período da web 2.0. Especificamente são investigadas as potencialidades desses ambientes para a promoção de dinâmicas favoráveis à constituição de ecologia de saberes por seus integrantes. Para isso, busca-se identificar e analisar o conjunto de valores, interesses, representações e práticas que envolvem a organização formal e os processos de participação de um ambiente em especial da internet: a Wikipédia lusófona. Assume-se a ideia de que o site, constituído sob influência dos valores e práticas que deram forma à internet, é capaz de favorecer o desenvolvimento de dinâmicas de colaboração compatíveis com os pressupostos da ecologia de saberes propostos por Santos (2011a). Esta investigação foi realizada a partir da análise da estrutura “formal” wikipedista e da realização de entrevistas semiestruturadas envolvendo a participação de 24 usuários colaboradores em artigos de temática científica e tecnológica do “conteúdo destacado” da Wikipédia lusófona. Conclui-se, de um lado, que o site tende a reproduzir a hierarquia das disciplinas de C&T e a distribuição das áreas de interesse dos usuários de acordo com os espaços por eles ocupados na sociedade, bem como a manifestar valores, representações e práticas fortemente associados ao paradigma da ciência e da tecnologia modernas. De outro lado, entretanto, mostra-se se favorável não só à diversificação do perfil dos agentes voltados à produção, difusão e aquisição de conteúdos científicos e tecnológicos em comparação aos espaços convencionais do conhecimento de C&T, mas também à abertura de diferentes possibilidades de participação e de apropriação dos produtos coletivos do site. Da mesma forma, a Wikipédia lusófona revela-se capaz de incitar entre seus colaboradores o desenvolvimento da capacidade de argumentação, de convivência com diferentes pontos de vista e o interesse pelo trabalho voluntário, de modo a favorecer a emergência de representações imprescindíveis à superação do paradigma da ciência moderna e à constituição de ecologia de saberes: a solidariedade, a participação, o princípio do prazer, a autoria e a artefatualidade discursiva. / This thesis is about the relation between the contemporary transformations concerning scientific and technological knowledge because of the spread of new information and communication technologies (NICT) and the potentials of development of new knowledge’s dynamic not restricted to the assumptions of the modern science paradigm. The goal of this study is to investigate the limits and possibilities for the emergence of distinct dynamics of scientific and technological knowledge under the influence of the web 2.0 virtual interfaces. Specifically, the thesis investigates the potentials of those interfaces to promote, among their users, propitious dynamics toward the establishment of the ecology of knowledges. This research identifies and analyzes a set of values, interests, representations and practices concerning the formal organization and the participation’s processes of a particular web’s virtual interface: Lusophone Wikipedia. Assuming the hypothesis that this site, which has been founded under the influence of the same values and practices adopted in the internet creation, is able to promote the development of compatibles collaborative dynamics with the assumptions of an ecology of knowledges, as proposed by Santos (2011a). This investigation has been made from the analysis of "formal" Wikipedian’s structure and from semi-structured interviews with 24 collaborators users of the "highlighted subjects” on scientific and technological issues of the Lusophone Wikipedia. The thesis’ conclusions are: on one hand, that the Wikipedian’s interface tends to reproduce the disciplines’ hierarchy of the S&T knowledge and the distribution of users’ areas of interest according to the social places occupied by them, as well as express values, representations and practices associated with modern science paradigm. On the other hand, this study observes that Lusophone Wikipedia is propitious, not only to diversify the profile of the collaborators involved in the production, dissemination and achievement of scientific and technological subjects compared to the conventional spaces of the S&T knowledge, but also opening various possibilities for participation in the site, included ownership of collective products. In this way, this virtual interface can be able to foment among their collaborators the capacity of argumentation, coexistence with different points of view and the interest in voluntary work in order to foster the emergence of the essential representations to overcoming the modern science paradigm and the establishment of an ecology of knowledges: solidarity, participation, the principle of pleasure, authorship and discursive artifactuality.

Esta pesquisa teve como objetivo investigar os conhecimentos necessários para produção de material didático (vídeos) por professores de Física. Por meio de oficinas de produção de vídeos para compartilhamento via web, este trabalho procurou compreender a articulação entre o conhecimento tecnológico de produção da mídia vídeo e o domínio dos conteúdos, no caso específico, vídeos sobre conceitos físicos para o Ensino Médio. É uma pesquisa de natureza qualitativa caracterizada por abordagem fenomenológico-hermenêutica, situada em contexto de observação participante de natureza descritivo-exploratória. Este enfoque contribuiu para o trabalho investigativo sobre os desafios e possibilidades da elaboração de material didático para o ensino de Física no Ensino Médio e também para compreender professores que se encontram diante de expansão tecnológica de recursos e os desafios de agregar tecnologias ao trabalho de docência em Física no Ensino Médio. Foram produzidos 22 vídeos dos quais foram selecionados oito deles. As análises concentraram-se nos vídeos de Mecânica e os resultados revelaram alguns aspectos que precisam ser considerados na formação contínua de professores tais como o desconhecimento do conteúdo das tecnologias e a necessidade de independência de uso restrito ao livro didático. Os vídeos revelaram potencial motivador e significativo na formação continuada de professores; são estratégias alternativas aos laboratórios, muitas vezes ausentes nas escolas; agregam valor ao ensino de Física pela linguagem interdisciplinar. A estratégia de produção de vídeos reflete a habilidade dos professores em planejar seus episódios-aula e revelou-se útil como instrumento de autoavaliação do planejamento da docência. Pode ser considerada alternativa plausível e campo fértil para projetos de formação continuada. / This research aimed to investigate the knowledge necessary for production of didactic material (videos) for teachers of physics. Through video production workshops for sharing via the web, this work sought to understand the relationship between the technological knowledge of media production and video content, in the specific case, videos about physical concepts to middle school. It is a qualitative research phenomenological-hermeneutic approach characterized by, situated in the context of participant observation of nature exploratory-descriptive. This approach contributed to the investigative work on the challenges and possibilities of development of teaching materials for the teaching of Physics in high school and also to understand teachers who are faced with the technological expansion of resources and the challenges of adding technologies to teaching work in Physics in high school. Were produced 22 videos of which were selected eight of them. The analysis focused on videos of mechanics and the results revealed some aspects that need to be considered in the in-service training of teachers such as ignorance of the content of the technologies and the need for independence of restricted use the textbook. The videos showed potential motivator and meaningful for teachers; are alternative strategies to laboratories, often absent in schools; provide additional value for physics education by interdisciplinary language. The strategy of video production reflects the ability of teachers in planning their episodes-classroom and has proved useful as a tool for self-evaluation of teaching planning. Can be considered plausible alternative and fertile field for continuing training projects.

A transferência de conhecimento internacional é fonte fundamental de vantagem competitiva das empresas multinacionais. Em razão do pressuposto tradicional de que a matriz da multinacional é a principal fonte de conhecimento, a maioria dos estudos tem-se centrado na transferência de conhecimento da matriz para as subsidiárias. Entretanto, a importância estratégica da subsidiária tem crescido nas últimas dédadas, em razão de seus recursos e de suas capacidades que podem contribuir ativamente para a geração de valor e o subsequente ganho de vantagem competitiva para toda a corporação multinacional. Este estudo investiga os fatores determinantes da transferência de conhecimento tecnológico que parte da subsidiária para a matriz (transferência reversa), em empresas multinacionais brasileiras, procurado integrar as contribuições da visão baseada no conhecimento e da teoria das redes. Para testar os pressupostos, foi conduzido um survey eletrônico com 78 subsidiárias, de um universo de 240 subsidiárias no exterior em 63 empresas multinacionais brasileiras. O método para a análise dos dados foi a modelagem de equações estruturais com estimação partial least esquare. Os resultados mostram que, ainda que em média extensão, as subsidiárias brasileiras transferem conhecimento tecnológico para a matriz, sobretudo os relacionados a produtos. Com relação aos fatores determinantes da transferência reversa de conhecimento tecnológico, os associados positivamente foram: características do conhecimento (complexidade), características das subsidiárias (ambiente institucional, autonomia e integração externa com os fornecedores) e características da interação matriz/subsidiárias (integração interna com a matriz e mecanismos de socialização via comunicação pessoal). O único fator associado negativamente foi a integração externa com instituições de C&T. Conclui-se que a matriz precisa elaborar uma estratégia de compartilhamento de conhecimento interno, a fim de motivar e incentivar, de forma deliberada, o fluxo do conhecimento gerado nas subsidiárias. Por sua vez, as subsidiárias devem tornar claro aos seus funcionários, os benefícios de melhorar a eficácia da transferência de conhecimento para, inclusive, melhorar seu posicionamento estratégico dentro da rede corporativa. / Knowledge transfer is key source of international competitive advantage of multinational companies. Due to the traditional assumption that the headquarter of the multinational is the main source of knowledge, most studies have focused on the transfer of knowledge from headquarters to subsidiaries. However, it has grown considerably in recent times the strategic importance of subsidiary, due to their resources and capabilities that can actively contribute to the generation of value and the subsequent gain of competitive advantage for the entire multinational corporation. This study investigates the determinants of technological knowledge transfer from the subsidiary to the parent company in Brazilian multinational companies, and sought to integrate the contributions of vision of the knowledge-based and networks theory. To test the assumptions we carried out an electronic survey with 78 subsidiaries, of a universe of 240 overseas subsidiaries from 63 Brazilian multinationals. The method of data analysis was the structural equation modeling with Partial Least Esquare Estimation. The results show that the Brazilian subsidiaries knowledge transfer to the headquarter, although in medium extent. Regarding the determinants of technological knowledge reverse transfer, the positive factors: characteristics of knowledge (complexity), characteristics of subsidiaries (location-specific factors, external integration with the supplier\'s chain and autonomy) and characteristics of the interaction headquarter/subsidiaries (headquarter integration and socialization mechanisms). The only negative factor was the external integration with Science and Technology Research. We conclude that the headquarter may need to develop a strategy for internal knowledge sharing, in order to motivate and encourage deliberately knowledge flow generated at the subsidiaries. In the order hand, the subsidiaries should make clear the benefits of improving the effectiveness of knowledge transfer improve its strategic position within the corporate network.

Denna studie har som syfte att undersöka hur barns konstruktionslek kan bli till ett givande undervisningstillfälle samt vilka könsspecifika skillnader som finns inom teknikämnet. Målgruppen för denna studie är barn i yngre åldrar, så som förskolan och lågstadiet. Metoden som används är en systematisk litteraturgenomgång samt en induktiv tematisk analys. Den forskning som tas fram ska behandla konstruktionsarbete och-/eller genusperspektiv och-/eller teknikundervisning och-/eller teknik. Forskning som samlats in granskas sedan grundligt och analyseras. Den tematiska analysen resulterar i tre huvudteman som är återkommande i all den granskade forskningen. Dessa teman är teknikundervisning, lärarroll och elevroll. Resultatet av studien visar på att barns lek kan bli ett givande undervisningstillfälle på olika sätt. Detta kan bland annat ske genom att läraren engagerar sig i konstruktionsleken i form av frågeställningar där barnen får chans att analysera sin egen lek och utveckla sitt tekniska tänkande. Studien visar även på att könsspecifika skillnader syns i ett flertal faktorer inom ämnet. Några av de mest framträdande faktorerna är att självförtroendet, motivationen och nyfikenheten är betydligt lägre hos flickor än hos pojkar.

Grundskolans teknikämne har kritiserats för att undervisningen inte utgår från elevernas intressen och erfarenheter. Vidare utgår undervisningen alltför sällan från kursplanen och det saknas en samsyn bland lärarna kring hur undervisningen skall genomföras samt vad ämnet står för. Beträffande det sistnämnda har studier visat att filosofiska diskussioner om hur teknik kan definieras inte är vanliga inom teknikdidaktiken, vilket kan få konsekvenser när gemensamma kriterier ska sättas upp för att användas vid bedömning och betygsättning av elevernas kunskaper. Detta examensarbete har som syfte att undersöka hur teknik och teknisk kunskap kan definieras och på vilket sätt dessa begrepp förekommer i de styrdokument som skolorna har att förhålla sig till. Det är en systematisk litteraturstudie där den tidigare forskningen i ämnet har undersökts och där teknikämnets kursplan har analyserats utifrån denna forskning. Resultatet visar att även om det i skolans läroplan saknas filosofiska diskussioner om vad teknisk kunskap innebär, går det att finna spår av denna typ av kunskap. Exempelvis kännetecknas teknikämnet av de teknikutvecklingsprojekt som eleverna skall genomföra och i dessa projekt får de möjlighet att utveckla så kallade teknikvetenskapliga kunskaper genom att de systematiskt prövar och omprövar sina idéer. / The technology subject in Swedish elementary school has been criticised for not taking into account the pupils interests and experiences. Furthermore, the teaching is often not based on the curriculum and there is a lack of consensus among the teacher on what should be taught and what the subject stands for. Regarding the latter, studies have shown that philosophical discussions on the definition of technology are not common within technology teaching and learning, which can have consequences when a common set of criteria are set up to be used for assessment and grade setting. This study examines how technology and technological knowledge can be defined and how these concepts are reflected in the curriculum. Based on a systematic literature review of former studies in this area, an analysis of the curriculum is performed. The result show that even if there is a lack of philosophical discussions in the curriculum on what technological knowledge means, traces of this type of knowledge can be found. As an example the technology subject is characterised by the technical development projects that the pupils are supposed to carry out, and in these projects they get the opportunity to develop the so called technological science knowledge by systematically testing and re-testing their ideas.

Teknik som skolämne är, jämfört med många andra skolämnen, en relativt ny företeelse. Detta gäller för Sverige såväl som för resten av världen. De flesta andra skolämnen vilar på en sedan länge etablerad akademisk modersdisciplin. Dessa andra kunskapsområden är väldefinierade och har utvecklat egna ämnesfilosofier. Tekniken har varit ett dynamiskt och starkt expanderande kunskapområde under 1900-talet och detta har speglats inom filosofin, med en tilltagande debatt om teknikens väsen och även om dess förhållande till naturvetenskapen. I skolvärlden har en parallell diskussion funnits. De flesta länder anser idag att elever i grundskolan ska delges teknisk kunskap, men det saknas en samsyn på vad den tekniska kunskapen ska omfatta. Det råder även skilda meningar om hur tekniken ska integreras i schemat. Med detta som bakgrund har jag intervjuat högstadielärare i teknik från Sverige och Israel. I Sverige är teknik ett självständigt ämne, på sidan om NO-ämnena biologi, kemi och fysik. I Israel har man i stället valt att integrera dessa fyra ämnen till ett enda, kallat ”naturvetenskap och teknik”. Jag har intresserat mig för lärarnas syn på teknik som begrepp, tekniken som kunskap och förhållandet mellan naturvetenskap och teknik. Kan det sätt som skolämnena organiseras påverka lärarnas uppfattningar och synsätt? Då det gäller förhållandet mellan teknik och naturvetenskap kom några tydliga skiljelinjer fram: • De israeliska lärarna var mer benägna att se på teknik som tillämpad naturvetenskap än de svenska lärarna som hade en mer nyanserad bild. • De svenska lärarna hade svårare att beskriva vad som skiljer de båda kunskapsområdena åt, medan de israeliska lärarna hade en mer strukturerad bild avdetta. • De israeliska lärarna betonade att koppling till modern teknik var ett effektivt sätt att frambringa elevers nyfikenhet för naturvetenskap. Annars visar studiens resultat på subtila skillnader i synen på teknikbegreppet och tekniskkunskap. / Technology as a school subject is, in comparison to many other school subjects, a relatively new phenomenon. This is true for Sweden as well as the rest of the world. Most other school subjects rest on a well established academic discipline. These other areas of knowledge are well defined with developed subject philosophies. Technology has been a dynamic and strongly expanding area of knowledge during the 20th century and this has been reflected in philosophy, with a growing debate around the nature of technology and its relationship to natural science. At the school level a parallel discussion has existed. Most countries believe that students in elementary and middle school should receive technological knowledge, but there is no consensus on the content of such knowledge. In addition, opinions on how to integrate technology into the curriculum differ. In light of this, I have interviewed middle high school technology teachers from Sweden and Israel. In Sweden, technology is an independent school subject, parallel to biology, chemistry and physics. In Israel these four disciplines were integrated into one school subject, named ”science and technology”. My main interests have been the teachers’ view on the concept of technology, technological knowledge and the relationship between science and technology. Would the mode of organizing the school subjects impact the teachers’ perception and views? Regarding the relationship between technology and natural science there were some visible differences: • The Israeli teachers were more inclined to view technology as applied science than the Swedish teachers, who had a more nuanced picture. • The Swedish teachers were not so successful in describing the differences between technology and science, whereas the Israeli teachers had a more structured understanding of this. • The Israeli teachers emphasized how the connection to modern technology was an efficient way to arouse the students’ curiosity for the natural sciences. Apart from that the results from this study show only subtle differencies in the view on technology and technological knowledge.

本研究主要採用文獻探討以及個案訪談作為主要的研究方法，先藉由文獻探討建立起論文整體之架構以及相關理論之說明定義所需探討之研究變項，之後再透過台灣半導體標竿企業的製程研發專案訪談加以實證。本研究以研究「專案類型」、「技術知識特質」、與「組織架構特質」對「製程開發的創新活動」的關聯關係來探討台灣半導體製程的研發活動過程並說明所觀察現象的具體意義。另外，並透過研究不同性質的專案來觀察與客戶間的互動關係並說明所觀察到現象以及背後的思考邏輯，進而可得到以下初步之研究結論： 一、製程研發專案的技術與知識特質 1. 不同類型專案中，製程合併型程度越高的專案，其技術知識的內隱性較低、多元性較低、標準化程度較高、路徑相依程度較高。而製程技術標準化與相依度會影響專案成員在研發過程所採取的實驗條件設定的方式，進而在實驗開發階段會影響內隱度。 2. 全新元件的開發可分為兩個層次；第一、元件架構的確立。第二、製造流程的確立。 二、製程研發的團隊組成與研發活動 1. 專案組織架構隨專案類型差異而有明顯差異。製程合併型的專案一般為廠級的開發專案，傾向以「輕型團隊」之方式運作﹔而高度創新的製程研發專案傾向以「重型團隊」之方式運作。 2. 技術知識內隱程度愈高，多元程度程度愈高者愈傾向以試製實驗來共同解決問題。 3. 專案的知識內隱程度愈高越需外部知識的來源；製程研發專案的技術知識的內隱性、多元程度愈高，使用者參與程度愈傾向「共同開發」。 三、組織結構與知識的分享平台 1. 為蓄積、分享重要的技術資訊，成立正式組織統籌規劃高壓製程的研發，並於每季邀集各廠提供相關製程經驗分享。研發經驗會藉由團隊的研發過程與分享制度的建立，進行不同型式的知識轉移。 2. 研發專案團隊內的知識分享機制隨著機密程度不同而有所限制。 四、其他發現 1. 不同產品類別、背景客戶的電路設計習慣不一，可藉適當電路設計於開發時期找出元件的弱點。IDM廠對資料要求度較高，設計師習慣所有的文件資料都具備後才開始設計。 2. 使用者的參與製程開發，可讓新製程依使用者的習慣調整。對製程了解越深入的設計公司，其電路設計越游走合法邊緣。 / This thesis adopts reference and case study as the main research approach. It sets up the thesis whole structure by reference and relevant theories to define the factors. Afterward, to demonstrate the thesis structure by interview three projects about IC manufacture process developing of the company, which is the benchmark semiconductor company in Taiwan. This thesis attempts to take an exploratory study of the relationship between characteristics of project type, characteristics of technological knowledge, characteristics of organization structure, and innovation actitity in process developing on that company in Taiwan. In addition, through the case study, to observe the relationship with customer to explain the phenomenon and thinking in different case.There are primary figures found in the thesis： 1. The characteristics of technological knowledge in process developing projector. a. In different kinds of process developing projects, the combinative multi-process project with low degree in tacit knowledge and pluralism, but with higher degree in standardized and route- interdependence. The degree in process standardized and route- interdependence would influence the experiment condition, which would effects the degree of tacit knowledge in experiment period. b. The development of new device can be divided into two levels: First, the establishment of the device structure. Second, the establishment of the process flow. 2. The developing team make-up and developing activity a. The organization structure has obvious differences in different project type. The combinative multi-process project inclined to with the way operation of ' the light-duty group '; the research and develop with high innovation inclined to with the way operation of ' the heavy-duty group '. b. The projector with high degrree in tacit knowledge and pluralism inclined to solving the problem by the trial-producing experiment. c. Degree of technology diversity determines degree of user engagement in development. Projects with high degree of technology diversity tend to engage user in the joint development mode. Projects with low degree of technology diversity tend to engage user in the “Offering Mode”. 3. Organization structure and the sharing platform of knowledge a. It should build an official organization structure to overall planning developing projectors for knowledge accumulataion and sharing. b. The develipong experiment would be transferred in different type by sharing system building and organization set-up. c. The knowledge sharing of research and develop has limitation in different secret degree. 4. Others a. Different product classification, background of customers has different design style. Could make use of proper circuit design to find out the weakness of device. b. IDM factory require high quality documatation support. Designer used to design afeter all documentation ready, c. The new process could be adjusted according to user’s design style if he participates in the developing project. d. More understanding in process, the circuit design might violade the design rule.

在學術領域之中，其過去對於新藥產業的研究大多集中於「新藥發展策略」、「產業環境分析」與「智慧財產權策略」等領域，而探討新藥研發各階段之團隊組成與運作模式的研究仍然極少。 本研究以個案訪談法為主要研究方式，深入探討兩家台灣新藥研發公司（包括基亞生技、台灣微脂體），並以『新藥研發流程』與『技術知識特質』兩個構面來探索其對於『新藥研發專案團隊運作』之影響。 所得到的初步研究發現包括： 1. 新藥研發專案各階段中，技術知識路徑相依程度與技術知識系統複雜程度呈現負相關，當路徑相依程度越高時，系統複雜程度則越低。 2. 新藥研發專案隨著階段的推進，專案團隊的組成與結構也會隨之產生變化，臨床前與臨床試驗皆有不同的團隊組成與結構。 3. 技術知識系統複雜程度會影響新藥研發團隊組成的異質/多元程度：技術知識系統複雜程度越高，其團隊組成的異質/多元程度越高。 4. 技術知識路徑相依程度會影響團隊採取何種團隊運作策略：（1）路徑相依程度愈「高」或是愈「低」，專案團隊會傾向採取「自行發展」的團隊運作模式；（2）路徑相依程度為「中」時，專案團隊會傾向採取先執行「初步研發」活動之後，再與外部廠商進行「合作研發」。 5. 技術知識路徑相依程度會影響新藥研發專案各階段的團隊類型：（1）技術知識路徑相依程度愈低，專案團隊會傾向採用「重量級」、「自主型」的團隊運作模式；（2）技術知識路徑相依程度愈高會傾向採用「功能型」、「輕量級」的團隊運作模式。 6. 技術知識內隱化程度愈高，該專案在團隊運作上愈容易將外部成員視為內部團隊，甚至在團隊組成上直接將外部成員納入內部團隊之中。 7. 在臨床試驗階段，試驗主持人的過往經驗為成功關鍵之一。 8. 新藥研發廠商若擁有先導研發的能力，可以減短研發時程與成本。 / Most of previous the studies on pharmaceutical industry have been focused on the development strategy, environmental analysis and intellectual property. Very few of them emphasize the stage of new drug development concerning the project team management. This study uses technological knowledge characteristics (path dependence, complexity, and explicitness) and drug development process (drug discovery, non-clinical, pre-clinical, and clinical ) to explore the effect upon project team management. The result of this study： 1. In every stage of new drug development, the path dependence and the complexity of technological knowledge have significantly negative correlation. 2. When the new drug development project evolves into the clinical stage, the structure of project team will be different. 3. The complexity of technological knowledge can affect the composition of team members. If the complexity of technological knowledge is higher, the complexity of members is higher. 4. The path dependence of technological knowledge can affect the development strategy. If the path dependence is higher or lower, the team members prefer “inner development”. If the path dependence is medium degree, the team members prefer “primary inner development” and then “cooperative research and development”. 5. The path dependence of technological knowledge can affect the team structure. If the path dependence is higher, the enterprise prefers “Heavyweight team structure” or “Autonomous team structure”. If the path dependence is lower, the enterprise prefers “Lightweight team structure” or “Functional team structure”. 6. If the explicitness of technological knowledge is higher, the enterprise intends to recruit team member from outside. 7. In clinical stage, the practice investigator can be key person of the success. 8. If the enterprise has the ability of “primary inner development”, the time and the cost of the new drug development can be reduced.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-20T12:32:52Z No. of bitstreams: 1 Klaus Peter Stolzmann_.pdf: 1291405 bytes, checksum: 8ba46b28ffcae95c2b291db9ef3d1a05 (MD5) / Made available in DSpace on 2019-03-20T12:32:52Z (GMT). No. of bitstreams: 1 Klaus Peter Stolzmann_.pdf: 1291405 bytes, checksum: 8ba46b28ffcae95c2b291db9ef3d1a05 (MD5) Previous issue date: 2018-12-17 / Nenhuma / Ainda que os gerentes tenham expectativas moderadas sobre a capacidade das suas subsidiárias de contribuir para a renovação estratégica e tecnológica de todo o grupo multinacional, várias medidas poderiam ser tomadas para possibilitar a geração de novas tecnologias nas subsidiárias. Como a geração de conhecimento numa subsidiária é um tema relativamente recente explorado no campo acadêmico, a proposta desse trabalho é trazer alguma contribuição no processo de geração de conhecimento tecnológico como fator de mudança do papel de uma subsidiária brasileira de uma multinacional de um país desenvolvido. Por meio de um estudo de caso único, os dados foram coletados em análise documental, observação in loco e entrevistas com diversos colaboradores, entre eles engenheiros, gestores, expatriados, estrangeiros e brasileiros. Após, os dados foram triangulados com a técnica de análise de conteúdo. Os resultados indicam a relevância da geração de conhecimento tecnológico pela subsidiária e reconhecido pela matriz, para a mudança de seu papel na MNC, representado por um esquema gráfico de como tal processo ocorreu. Durante o mapeamento do mesmo, percebeu-se algumas particularidades no caso estudado, como a grande importância do papel do repatriado (funcionário da subsidiária que passa um determinado tempo na matriz e retorna), pouco abordado na literatura, e no presente caso, da relevância do cliente no processo de geração de conhecimento tecnológico no país da subsidiária, assim como ficou confirmada a grande importância do papel do gerente da subsidiária como também a influência dos fatores moderadores nesse processo. Por fim, esse trabalho traz alguma contribuição prática para os gestores de subsidiárias de países emergentes, sobre os quais poderão avaliar as iniciativas da sua subsidiária, tais como o treinamento dos seus empregados na matriz ou a busca de novos projetos para atender clientes locais, para obter a atenção da matriz e preparar-se para a mudança de seu papel dentro da MNC. / Although managers have moderate expectations about their subsidiaries' ability to contribute to the strategic and technological renewal of the entire multinational organization, a number of measures could be taken to enable the creation of new technologies in the subsidiaries. As the knowledge generation in a subsidiary is a subject that has not yet been deeply explored in the academic field, the proposal of this work is to bring some contribution in the process of technological knowledge generation as a factor to change the role of a Brazilian subsidiary belonging to a multinational from a developed country. Through a single case study, the data were collected in document analysis, in loco observation and interviews with several collaborators, among them engineers, managers, expatriates, foreigners and Brazilians. Afterwards, the data were triangulated with the content analysis technique. The results indicate the relevance of the technological knowledge generation by the subsidiary and recognized by the headquarter, to change its role in the MNC, represented by a graphic diagram of how such a process occurred. During the process analysis, we noticed some peculiarities in the present case, such as the great significance role of the inpatriate (employee of the subsidiary who spends a certain time in the headquarter and returns) which was less discussed in the literature and for this specific case, the customer role relevance in the process of technological knowledge generation in the subsidiary country, as well as confirming the great importance of the subsidiary manager's role and the moderator factors in this process. Finally, this work brings some practical contribution to managers of emerging-country subsidiaries who can evaluate their subsidiary's initiatives, such as the training of its employees in the headquarters or the search of new projects to serve local clients, to get the parent's attention and prepare to change its role within the MNC.