轉換資訊科技基礎設施一如佈建好的房舍遷移重蓋，其涉及的轉換是全面且浩大的工程。在面臨公元二千年危機僅餘兩年的時間，在當時微軟作業平台尚不成熟，國內資訊科技基礎設施轉換成功案例尚不多見，組織內部人員對有關技術一知半解，資訊部門未能有效處理問題等情境下，高階主管採行轉換資訊科技基礎設施策略，將主機移除轉換至區域網路伺服器環境，並重新開發所有應用資訊系統。如此大工程高風險的策略及如此困頓的情境，如何順利進行？ 轉換資訊科技基礎設施涉及組織層面極廣而複雜。包括硬體、軟體、程序、制度、人員等。有關機器設備或可一次更新，惟設置於新機器設備上的核心應用資訊系統，則需逐步開發及調整。有關設備、系統及制度標準，如何與組織需求及業務融合發揮效能，更需人員觀念的轉變與不斷的學習，其所需之時間都不是一朝一夕能見其成效。所以轉換資訊科技基礎設施要看的是它的歷程，由時間的演變可以看出轉換資訊科技基礎設施對組織的影響，也可以看出其互動的關聯性。 本研究採用個案研究法，觀察經濟部國際貿易局這個成功案例如何進行資訊科技基礎設施的轉換。該個案有幾個特徵：一、政府機構；二、面臨內外危機及電子化政府的壓力；三、採行的技術策略，對組織而言是一種全面性、突破性（Radical change）的改變，技術無法累積，必需重新學習。 鑑於轉換資訊科技基礎設施歷程十分冗長而複雜，為能有系統的描繪個案，本文採取一般性研究架構（內容、情境及歷程），並輔以「問題解決」觀點描繪轉換資訊科技基礎設施的歷程。又為能適當控制研究資訊量，本文分三大問題（如何形成策略並開始執行？如何整合資訊並推廣應用？資訊部門與人員如何轉型？），加以描述及分析。 有關歷程的特徵，則引用江志浩（1999）所推導出的組織歷程模式—計畫性模式、適應模式、浮現模式加以檢視。該模式係以「問題解決」的二個元素「設定解決問題的目標」、「進度控制與資源配置」，檢視三種歷程模式的特徵及差異。此外，本文並對問題解決者（高階主管、資訊經理、執行團隊）在此歷程中所扮演之角色及其影響加以探索。 本研究發現，轉換資訊科技基礎設施的歷程無法以單一的歷程模式加以描繪。轉換資訊科技基礎設施的歷程涉及一組相關問題的解決，通常在大眾印象中多只看到硬體設施的建置及導入，極易忽略真正困難的問題在於人員觀念的轉變與不斷的學習。由於這些隱藏的問題，整個歷程會出現一些意想不到的狀況。本研究可作為實務界導入資訊科技基礎設施、組織變革及組織創新的參考；對於涉及長達七年轉換歷程的資料，還可以提供未來學術界研究之基礎。 / Adopting and implementing Information Technology (IT) infrastructure , like the removing already-built premises for reconstruction, involves a comprehensive and massive conversion. Less than two years before the Y2K crisis, when the Microsoft platform had not been fully developed, there were only a few successful cases of domestic IT infrastructure adoption and implementation. Moreover, Internal personnel of organization was not proficient with the related technology, and IT department was not able to effectively handle the issues; however , top management adopted a strategy of IT infrastructure conversion by switching the mainframe to Local Area Network servers and then re-developing all the application information systems. How did they successfully implement this strategy amidst such a massive re-engineering, and with high-risk information technology ? In reality, IT infrastructure adoption and implementation involves extremely broad and complicated levels, including hardware, software, procedures, systems, personnel, and so on. Machines and equipment can be updated at once, but the core application information systems installed on new machines and equipment must be sequentially developed and adjusted. To achieve the desired effects, people especially, need to change their ways of thinking and learn constantly if they want their equipment, systems, and system standards to be aligned with the needs and business goals of the organization. However, results cannot be achieved in a short time. Therefore the IT infrastructure adoption and implementation process needs to be studied longitudinally. With respect to time, we can see the impact of IT infrastructure adaptation on organizational changes and its interactive association. This study uses the case study approach to observe how the Bureau of Foreign Trade of the Ministry of Economic Affairs in Taiwan has successfully adopted and implemented IT infrastructure. This case is characterized by the following properties: (1) It is a government organization; (2) It encountered internal and external challenges and pressure to launch an “e-Government;” and (3) It used technological strategies, which are comprehensive and radical changes to organization, so that the technologies involved were unable to be accumulated and needed be relearned. As it is a very long and complicated process to adopt and implement IT infrastructure, this article uses a general research framework (consisting of contents, context, and processes), supplemented by “problem solving”, to systematically describe the IT infrastructure adoption and implementation process. Moreover, with the hope of properly controlling the information for this research, three major issues are described and analyzed: (1) How to formulate and implement strategies; (2) How to integrate and apply information; and (3) How to transform the information system department and its personnel. Additionally, the characteristics of a transformation process can be studied using the organizational process model derived by Chiang Chi-ku (1999), comprising of a planned model, an adaptive model, and an emergent model. This organizational process model studies the properties and differences of these three process models using the two components of “problem solving” —“goal setting for problem solving” and “status control and resource allocation.” Moreover, this article also studies the roles played by the problem solvers (i.e., top management, information manager, and the executive team) in these processes and their effects. According to the findings of this study, the process of adopting and implementing IT infrastructure can’t be described as a single process. Moreover, it involves solutions to a series of related problems. Generally speaking, most people only recognize the construction and implementation of hardware, but easily disregard the real difficulty in personnel’s conceptual change and constant learning. Due to these hidden problems, some unexpected conditions may appear throughout the transformation process. Hence, this research can be taken as a reference for the business sector in adopting and implementing of IT infrastructure, organizational change, and organizational innovation. Moreover, it can also provide the basis for future academic research of the data involving a seven-year-long adaptation process.

隨著企業越來越重視資訊科技服務管理及流程效能的議題，加上過去兩年由國內外資訊大廠所倡導的ITIL觀念也漸漸成形，部分大型企業已開始依據ITIL所定義的資訊處理流程，逐步導入於其企業內部作業流程中。除了ITIL標準與解決方案外，如何有效地建置CMDB 成為實施ITIL重要的一環。 根據itSMF於2006提出的分析，導入ITIL時，企業主要面臨的幾項挑戰，包括： 1. 組織成員是否願意接受、付出及執行。 2. 高階管理階層是否願意支持、並提供足夠的資源。 3. 如何將ITIL整合到現有的管理流程、執行及評價ITIL的成功價值。 4. 設計及具體呈現ITIL的執行過程。 5. 如何建立一個合適的組織架構、如角色定位、責任及權利劃分……等。 6. 如何獲得及整合各種支援技術或工具。 ITIL 所強調「IT 即業務，業務即IT」的資訊化社會之成形，也是必然的發展方向。從各學術期刊文獻中可以找出以ITIL 為研究主題之學術論文，然而，卻難以找到以ITIL 之核心 CMDB為探討主題之學術論文。本研究從探討台灣製造業電子化特性，佐以各家導入CMDB的方法論，透過案例分析探討導入CMDB 之方法論，推論出台灣製造業導入CMDB前考慮之特性以及更適合台灣的製造業之CMDB之導入方法論。藉由此四大階段的CMDB導入方法，能協助資訊部門在導入 CMDB時能有一個指引可遵循，能夠有效率的導入CMDB，達到Quick Win的目標。效益包括： 1. 依據ITIL或BSM 藍圖，找出企業IT 服務管理問題所在。 並由台灣製造業商業模式，製造模式及運籌模式推出製造業導入CMDB前考慮的特性，得出核心服務並定義服務模型，依重要狀況先後導入。 2. 從四家CMDB導入方法整理出四大階段，此四大階段導入方法符合製造業快速得出成效的要求，並定義每一階段步驟、里程碑及產出文件。 3. 台灣製造業可將此方法論做為導入CMDB 之參考。其他產業亦可將此方法論做為參考。企業可根據實際情況，決定自那個階段切入。 / As the concept of ITIL is widely being promoted across various industries, the topics of IT Service Management and Process Availability are becoming the focal points for many enterprises. Many large enterprises have already implemented ITIL-compliant processes throughout their internal IT organizations. Among many ITIL-related projects, the effective and efficient implementation of CMDB is of particular importance. Nevertheless, it is hard to find research conducted on CMDB, the integral component of ITIL, even though there is no shortage of academic literature on ITIL subject alone. This thesis seeks to define the pre-implementation requirements and implementation methodologies of CMDB that are most suited to manufacturing industries in Taiwan through the application of case studies. The focus on business priority is no doubt the next step in the IT evolution. This paper seeks to assist IT organizations accomplishing the goals of implementing CMDB effectively and efficiently, and define the critical success factors needed to achieve quick wins. The benefits include: 1. Explore the issues within the enterprise IT Service Management with the help of ITIL or Business Service Management Blueprint. Define CMDB’s pre-implementation requirements, implementation phases, and the resulting service models while considering the unique business model and strategy-making processes of Taiwanese manufacturing industries. 2. Consolidate the four CMDB implementation phases necessary to achieve quick-wins from four CMDB implementation cases, and define the procedures, milestones and deliverables of each phase. 3. This four-phase methodology can act as the reference to CMDB implementation not only to Taiwanese manufacturing industries, but other industries as well. Enterprises can decide the most suitable phase to initiate the CMDB project as they see fit.

Queensland University of Technology has radically restructured the top-level governance systems for information technology planning and management. Additionally, QUT has integrated information technology planning and management with physical infrastructure planning and management via the Asset Management Plan. To complete the approach, QUT has instigated a top-level governance committee for IT to ensure alignment with organisational goals and strategies. This is an unusual development for IT planning and management at an Australian university and attracted attention from the Commonwealth Department of Education, Science and Training (DEST) as well as other universities in the Australian tertiary education sector and led to the research study. This research studies the redevelopment of the information technology planning and management approach. The survey research determines the level of integration of IT and university planning, and the correlation of this integration to effectiveness of IT planning. The case study documents the changes, highlights the advantages and disadvantages of the new approach and provides a model for change in IT management at other Australian universities. It is evident from current literature on information technology management and strategic planning that these developments are validated as steps toward achieving best practice in information technology planning and management. Through rigorous conduct of interviews, observations and review of documentation and through application of a survey questionnaire to a defined population, the research reviews the developments and ongoing implementation of the planning and management infrastructure. Among the outcomes from the new approach are better alignment of information technology investment with QUT goals and objectives, better benefits realisation from information technology investment, better project management of information technology development and innovation, and increased flexibility and accountability in information technology expenditure. Finally, a comparison to other information technology planning and management methods in place at Australian universities demonstrates the uniqueness of the QUT approach. The thesis reports the benefits and difficulties associated with this approach, and provides a context for future development of IT planning, management and governance at QUT.

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.