资讯与组织实验室

iTandOrganizationLAB指導教授博士班研究生呂新科謝清佳iTandOrganizationLABTheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudyPeriodicalpaperEuropeanJournalofOperationalResearch131(2001)649-663EJoOR-2001DigitalLearningDashboardinanUniversityConferencepaper第四屆全球華人科技研討會（Singapore）GCCCE-2000ExploringtheFrameworkofKnowledgeManagementonCampusConferencepaper全國計算機會議（台北）NCS-2001DecAnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede-LearningSystems(conferencepaper)(unfinished)20033rdInternationalConferenceonTechnologyinTeachingandLearninginHigherEducationJuly14-16,2003Heidelberg,GermanyHDomainConferenceTrackInformationSystemandKnowledgeManagementExploringtheFrameworkofKnowledgeManagementonCampusExploringtheFrameworkofKnowledgeManagementonCampusConferencepaper全國計算機會議（台北）NCS-2001Dec本研究的主要目的便是經由文獻探索，據以相關理論架構為基礎提出符合校園營運的知識管理統合架構。同時以數位華岡的經營實務去解析這個架構並驗証執行成效。Introduction知識的內涵WisdomKnowledgeInformationDataEventsAbstractReal-World智慧知識資訊資料事件RecordProcessDigestSublimeWisdomKnowledgeInformationDataEventsAbstractReal-World智慧知識資訊資料事件RecordProcessDigestSublimeWisdomKnowledgeInformationDataEventsAbstractReal-World智慧知識資訊資料事件RecordProcessDigestSublimeEDIKW知識演進模型資料來源：本研究管理顧問ArthurAndersen及MillionDollar均引用「資料－資訊－知識－智慧」的架構[6]SupportDecisionMakingSupportOrganizationLearningTheoreticalBackgroundKMLiteratureReview認識論觀點(Epistemology):外顯與內隱知識本體論觀點(Ontological):層次分為個人、群體、組織、跨組織Nonaka[8]認為這些觀點會隨著知識創造的程序而轉移，知識的轉移將隨觀點呈現螺旋的互動形式。知識的分類觀點TheoreticalBackgroundKMLiteratureReviewusecreateidentifycollectorganizeshareadaptKKexplicittacitLeadershipLeadershipProcessProcessEnablersusecreateidentifycollectorganizeshareadaptKKexplicittacitLeadershipLeadershipProcessProcessEnablers知識管理架構資料來源：[7]引用美國生產力暨品質中心[9]與ArthurAndersen顧問公司共同發展的「知識管理架構(KnowledgeManagementFramework)」，結合外顯與內隱知識的分類理論TheoreticalBackgroundKMLiteratureReview知識管理與組織學習學習週期分析精製整合回饋需求搜尋評估導入注意保存強化喚回供給迴路回饋迴路需求迴路經驗綜合經驗運用知識管理學習週期知識管理CreateIdentifyCollectOrganizeShareAdaptUse學習週期分析精製整合回饋需求搜尋評估導入注意保存強化喚回供給迴路回饋迴路需求迴路經驗綜合經驗運用知識管理學習週期知識管理CreateIdentifyCollectOrganizeShareAdaptUse知識整合型學校的學習架構資料來源：本研究本研究整合Moore的學習週期理論[11]與APQC協同ArthurAndersen顧問公司發展的「知識管理架構」[9]TheoreticalBackgroundKMLiteratureReview校園知識層級校園知識組織性層級及生成性階層資料來源：本研究生成性階層(ProductionLayers)組織性層級(OrganizationalLevels)以本體論(Ontological)的觀點來看，將組織知識層級分為個人、群體、組織、跨組織[8]，參酌此知識層次結構的理論，規劃學校知識層級(KnowledgeLevels)，劃分為六個層次依序為個人、班級(課程)、系所、院部、跨校層次。Maturana[13]則將組織的知識體系稱之為知識樹(KnowledgeTree)，這是個有趣且富創意的類比方式，我們也根據這樣的精神發展「數位華岡」的知識樹，從根部、樹軀幹、樹幹、枝幹、小枝幹、再至各單獨的樹葉TheoreticalBackgroundKMLiteratureReviewEnablers完善的資訊基礎建設Technology激勵及適切的組織性機制StrategyLeadershipMeasurement學習導向的組織文化CultureusecreateidentifycollectorganizeshareadaptKKexplicittacitLeadershipLeadershipProcessProcessEnablersusecreateidentifycollectorganizeshareadaptKexplicittacitLeadershipLeadershipProcessProcessEnablersTheoreticalBackgroundKMLiteratureReviewusecreateidentifycollectorganizeshareadapt知識顯隱領導知識管理知識管理觸媒應用領域服務行政教學研究知識創造知識運用InformationDATA行政教學服務研究資訊彙集資訊應用知識層資訊層資料層應用領域資訊管理觸媒資訊管理SupportDecisionMakingSupportOrganizationLearningFrameworkTheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudyPeriodicalpaperEuropeanJournalofOperationalResearch131(2001)649-663EJoOR-2001ResearchModelCorrelation/PathAnalysisAnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede-LearningSystems(conferencepaper)2003IntroductionTheoreticalBackgroundResearchModelMeasureandMethodologyFindingsandDiscussion3rdInternationalConferenceonTechnologyinTeachingandLearninginHigherEducationJuly14-16,2003Heidelberg,GermanyThispaperpresentsapathanalyticmodelofstudents’acceptanceofblendedcoursewarefromtheperspectivesofindividual’slearningstyles,beliefsandattitudes.AnothercontributionofthisstudyistointegratelearningstyleswiththepopularTAMmodelasanewtheoreticalframeworktoexaminetheacceptanceofe-learningsystems.TAMTRATBPTAM21975FishbeinandAjzen’sAjzenetal(1985)Davidetal(2000)Davis1980)TheoreticalBackgroundAdoptionModelsTAM,adominantmodel,proposedbyDavis(1980)wasadaptedfromtheTRAmodel.MuchresearchinthelasttwodecadesimpliesthatTAMisoneofthemostwidelycitedandinfluentialmodels.AccordingtoTAM,theusageofsystemishighlycorrelatedwiththebehaviorintention,whichislargelydeterminedbyattitudetowardthesystem.Theconstructofattitudewillbeinfluencedbyindividual’sbeliefs,whichisfurtherdefinedbytwodeterminants,perceivedusefulnessandperceivedeaseofuse.Anumberofresearchersexaminethepossiblemediatingeffectsasadditionalconstructstoextantmodels.(Dishaw&Strong)TheTPBmodelproposedbyAjzen(1991)extendsfromtheoriginalTRAmodelbytakingsubjectivenormsandperceivedbehaviorcontrolintoconsideration.LucasandSpitler(1999)alsoextendedTAM,includingsocialnormsanduserperformance,andtestedtheirmodelinafieldstudy.TheoreticalBackgroundAdoptionModelsIndividualSystemBeliefsAttitudeIntentionIndividualBeliefsAttitudeIntentionSocialNormExternalTheoreticalBackgroundExtantConstructsinAdoptionModelsUseUseIndividualdifferenceisregardedasadominantfactortotheadoptionbehaviorofinformationsystem.David&Detmar(1997)reportedthatgenderdifferencesthatmightrelatetobeliefsanduseo