Made available in DSpace on 2014-12-17T13:53:33Z (GMT). No. of bitstreams: 1 IrisLP_DISSERT.pdf: 2017258 bytes, checksum: 09fcc4e20325f5c1d8a246ef616f88c8 (MD5) Previous issue date: 2012-06-18 / Advances related to information technology are visible and inherent to the management of contemporary organizations, regardless of industrial action. Synchronized with this dynamic, educational institutions are incorporating technological tools that assist its management and academic support to teachers in teaching and interaction with the students. Given that technological innovations are not always taken homogeneously and with the same degree of coverage, remain current and relevant studies on how these technologies are being used in academia. The objective of this research is to identify the usage profile of the functionality of a virtual learning environment related to teaching (undergraduate or postgraduate), demographic variables (age and gender) and institutional (time of admission and academic center of origin.) The methodology applied to the study is descriptive and quantitative. The research is characterized as census, covering all 2152 teachers of undergraduate and graduate students of the Federal University of Rio Grande do Norte, Brazil, who accessed the virtual classes of the Integrated Management of Academic Activities. The study findings revealed that there is a statistically significant difference regarding the use of these tools to teachers who work with undergraduate (49.3%) compared to graduate (6.6%). Regarding gender, women (40.1%) use the system more than men (38.5%). It was also observed that the younger teachers, aged 37 years, are the most active users (42.5%) of the Virtual Class with respect to their elders. For teachers with up to three years time of admission to the UFRN, the pattern of use is more advanced than those with more seniority, as well as the faculty of the Center for Science and Technology are the least likely to use the tools available in relation to other academic centers. It is hoped that with this study managers can direct actions to improve and expand the use of this environment by teachers / Os avan?os trazidos pelas tecnologias de informa??o s?o vis?veis e inerentes ao gerenciamento das organiza??es contempor?neas, independentemente do ramo de atua??o. Acompanhando essa din?mica, as institui??es educacionais v?m incorporando ferramentas tecnol?gicas que auxiliam a sua gest?o e d?o suporte ao docente nas atividades acad?micas e na intera??o com os discentes. Tendo em vista que as inova??es tecnol?gicas nem sempre s?o adotadas de forma homog?nea e com o mesmo grau de abrang?ncia, continuam atuais e relevantes os estudos acerca da forma como essas tecnologias est?o sendo utilizadas no meio universit?rio. O objetivo desta pesquisa ? identificar o perfil de uso das funcionalidades de um ambiente virtual de aprendizagem relacionado com a atividade de ensino (gradua??o ou p?sgradua??o), vari?veis demogr?ficas (idade e g?nero) e institucionais (tempo de admiss?o e lota??o de centro acad?mico). A metodologia aplicada ao estudo ? do tipo descritiva, de natureza quantitativa. A pesquisa se caracteriza como censit?ria, abrangendo todos os 2.152 docentes dos cursos de gradua??o e p?s-gradua??o da Universidade Federal do Rio Grande do Norte que acessaram as Turmas Virtuais do Sistema Integrado de Gest?o das Atividades Acad?micas nos per?odos de 2010.2 e 2011.1. A an?lise evidenciou que h? diferen?a estatisticamente significante quanto ? utiliza??o dessas ferramentas com os docentes que atuam na gradua??o (49,3%) em rela??o aos da p?s-gradua??o (6,6%). Em rela??o ao g?nero, as mulheres (40,1%) usam mais o sistema que os homens (38,5%). Observou-se tamb?m que os docentes mais jovens, com idade at? 37 anos, s?o os usu?rios mais atuantes (42,5%) do Turma Virtual em rela??o aos mais velhos. Para os docentes com at? tr?s anos de tempo de admiss?o na UFRN, o padr?o de uso ? mais avan?ado do que os que t?m mais tempo de casa, assim como os docentes do Centro de Ci?ncia e Tecnologia s?o os que menos se utilizam das ferramentas dispon?veis, em rela??o aos demais centros acad?micos. Espera-se que, com esse estudo, os gestores possam direcionar a??es para melhorar e ampliar a utiliza??o desse ambiente pelos docentes

知識分享是實現成功知識管理的關鍵步驟，然而在公共組織中的成員，當他們去分享自己的知識時，不僅需要花額外的時間和努力之外，甚至可能還會減少他們自己在組織中的權力地位和競爭價值，因此將成員個體的知識轉換組合成組織整體的知識，相形之下會更不容易達成。故本研究的目的在於瞭解哪些因素會影響公共組織成員中的知識分享行為，因此本研究模式中的構念係根據社會交換理論、社會資本理論以及計畫行為理論為基礎。 / 本研究根據這些相關理論所提出之構念發展出涵蓋社會心理(例如外在報酬、預期互惠及樂於助人)、組織系絡(例如認同、信任及支持分享的規範)以及資訊科技(例如資訊科技使用)等三組因素層面的整合性研究模式，並認為這三組因素層面下的變數都會影響成員的知識分享行為。而本研究對象為台北市政府所屬之一級行政機關單位的員工，經過叢聚隨機抽樣後，抽出16個市府所屬之一級行政機關單位中850位受訪者，有效問卷數為524份。而本研究採取結構方程模式(SEM)途徑來檢定本研究模式之假設關係與模式配適程度。 / 研究結果除了發現本研究模式配適度良好外，也發現模式內生變數部份中的知識分享意圖與知識分享行為有高度的正面影響關係，而知識分享的態度、主觀規範與行為控制認知對於知識分享意圖也有正面的影響關係。而模式外生變數部份，預期互惠、樂於助人和組織認同感對於知識分享態度有直接的正面影響；此外組織信任和支持分享的規範對於知識分享的主觀規範有直接的正面影響；還有資訊科技使用對於知識分享的行為控制認知有直接的正面影響，而令人訝異的是在本研究中的外在報酬對於知識分享態度卻是直接的負面影響。 / 因此基於這些研究結果的發現，認為增加員工間的知識分享行為和參加知識分享活動是和正面的社會互動文化有所關聯，因此除了型塑出彼此相互信任、認同的組織氣候或文化之外，也必須建構出易於知識分享的組織規範(如創新、團隊合作和尊重多元價值等)。然而知識分享主要是人與人之間的社會交換活動，因此還要強化成員分享知識的內在動機(如樂於助人)。所以鼓勵公共組織中的管理者和員工彼此間能夠保持頻繁的社會互動，以建立彼此間的人際信任與預期互關係，還有對組織整體的認同與信任，以促使成員產生分享知識的意圖。最後給組織中的公共管理者與政策制定者一個啟示，知識分享還是需要有一個知識分享環境或文化，因此管理者應該確保有效地創造出易於知識分享的環境或文化，以促使知識分享行為的產生。 / Knowledge sharing is a critical step for successful knowledge management. However, sharing knowledge not only requires time and effort but also reduces value or power in the public organization. Therefore, individual’s knowledge does not transform easily into organizational knowledge. The purpose of this study is to develop an understanding of the factors affecting the individual’s knowledge sharing behavior in the governmental context. The research model includes various constructs based on social exchange theory, social capital theory , and the theory of planned behavior .Hence, this research developed an integrated theoretical model and unveiled three sets of critical factors: psychological(extrinsic rewards, reciprocal relationships, enjoyment in helping others), organizational (identification ,trust , pro-sharing norm)and technological(information technology usage) that are believed to affect the knowledge sharing behaviors. Data collected from 524 employees in Taipei City Government were conducted to test the research model using the structural equation modeling (SEM) approach. / The results of the study provide empirical support for the overall structure theorized in the research model. Knowledge sharing behavior was predicted by the employees’ intention towards knowledge sharing and perceived behavioral control. Knowledge sharing intention in turn was predicted by employees’ attitude towards knowledge sharing, subjective norm and perceived behavioral control. The employees perceptions of reciprocal relationships, enjoyment in helping others and identification were positively associated with favorable attitude towards knowledge sharing. The perceptions of extrinsic rewards exerted a negative effect on the attitude. Organizational trust and pro-sharing norm positively influenced employees’ subjective norm. Additionally, information technology usage was positively associated with high levels of perceived behavioral control towards knowledge sharing. / Based on the findings, the study indicates that an increased effort to encourage employees to participate knowledge sharing activities is associated with a positive social interaction culture. Specifically, reinforcing individual’s intrinsic motivation and creating an organizational context characterized by trust, identification and pro-sharing norm are likely to encourage both management and employees to socialize and interact frequently with each other by means of driving knowledge sharing intention. Finally, the study has implications for public manager and policy maker to formulate policies and appropriately to ensure the effective creation of a knowledge sharing culture.