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  • 學位論文

跨文化因素對學校組織文化影響之研究—以東莞台商子弟學校為例

The influences of cross-culture factors on the school organizational culture: A Case Study of Taiwan Businessmen’s Dongguan School

指導教授 : 張明輝
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摘要


本研究旨在探討跨文化因素對學校組織文化影響之研究,並選取具跨文化背景之東莞台商子弟學校,做為研究對象。研究者選擇以個案研究法進行研究,以訪談、參與觀察及文件分析三者做為資料蒐集的方法,在一個星期的前導研究及為期三個月的實地研究過程中,共訪談25名教職員工,以「職務」而言,包含董事長、校長、副校長、導師、科任老師及生活輔導老師等各項職務,以「籍別」而言,則涵蓋台籍、陸籍及外籍。 依據訪談、參與觀察及文件分析結果,歸納出下列數項研究結論: 一、跨文化因素,將對學校組織帶來「於異文化脈絡下興學」、「擁有多元工作力」及「成員組織社會化」等挑戰。 二、跨文化因素對學校組織文化影響深遠,深入基本假定、人為器物、學校行政文化及教師文化各個層面,而孕育出獨一無二的學校組織文化。 三、跨文化學校的組織文化形成過程中,外部環境因素影響最為深遠。 四、因勢制宜,是欲求永續經營的跨文化學校,所必須正視的課題。 五、良好跨文化管理之行政主管的要件,包含以身作則,專業領導;具備一定的語言能力,以對方能理解的方式進行溝通;建立適切的激勵制度,激發成員工作潛能;且能善用非正式溝通,居中協調,適時安撫成員心緒等。 六、在跨文化學校中,受薪資及福利差異、刻板印象、文化背景、語言差異、溝通模式、工作相關性、興趣相仿及人格特質等因素影響,學校成員互動,多以小團體進行。 七、學校成員進入跨文化學校,多需歷經調適與改變,方能完成組織社會化的歷程。 八、學校成員組織社會化的時間長短不一,與個人感受到的差異大小、進校動機、背景屬性、人格特質、教學涵養及人生經驗等因素有關。 九、倘若學校能提供適切的輔助措施,則有助於學校新進成員順利完成組織社會化的歷程。 最後,依據上述研究結論,提出本研究的建議如下: 一、對台灣教育行政機關的建議 (一)給予跨文化學校更多協助。 (二)與跨文化學校所在地區保有良好互動。 二、對東莞台校的建議 (一)健全董事會運作機制。 (二)暢通組織溝通管道。 (三)制訂兼顧合理公平與符應多元的教職員工管理制度。 (四)建構一套長期而有效的育才、留才模式。 (五)豐厚跨文化訓練的內涵。 (六)發展跨文化適應歷程的時間表。 (七)多與其他跨文化學校互動、交流。 三、對跨文化學校成員的建議 (一)確立個人及家庭長期的規劃方向。 (二)開闊心胸。 (三)保持穩定情緒,容忍高度的不確定性。 四、對後續研究的建議 (一)擴展訪談對象的來源。 (二)放大研究對象的範圍。 (三)增加研究方法的種類。 (四)延長研究的期程。

並列摘要


The main purpose of this study is to discuss the influences of cross-culture factors on the school organizational culture. The “Taiwan Businessmen’s Dongguan School” with the cross-culture background has been chosen as the research subject. The researcher chooses a case study approach and adopts three methods to gather sources, including the interview, participant observation and document analysis. During a one-week pilot study and three-month research period, researcher interviewed twenty-five faculty and staff, including different occupations, such as the board chairman, the president, the vice president, chief teachers, subject teachers and life assistance teachers; and also including different nationality, such as Republic of China (Taiwan), People’s Republic of China and other aliens. Based on the results of the empirical study, the study concludes: 1.Because of cross-culture factors, there will bring more challenges to the school organization, such as how to manage a school under different culture, how to possess workforce diversity, and how to deal with the issue of members’ organizational socialization. 2.The influences of cross-culture factors are deeply blended into different faces of the school organizational culture, such as basic underlying assumption, man-made artifacts, and the cultures of school administration and teachers. Because of the influences, cross-culture school generates a exclusive and unique organizational culture. 3.In the process of a cross-culture school developing its culture, the outside local environment is the most influential factor. 4.“To act according to circumstances” should be the top subject for a cross-culture school that desires to operate everlastingly. 5.The essentials of being a good school administrator, managing the cross-culture diversity, are to lead by personal example and professionally; to have adequate language ability and to communicate with others in a easy-understanding way; to establish a appropriate reward scheme for inspiring member’s potentials; and to use informal communication, to coordinate and to comfort members promptly. 6.In a cross-culture school, school members interact in small groups due to having different salaries, benefits, stereotypes, culture backgrounds, languages, communication styles, work relationships, personal interests and personality traits. 7.After becoming a member of a cross-culture school, she/he should change and adjust in order to go through the process of organizational socialization. 8.The period of the organizational socialization is varied and depends on the individual consciousness of culture distance, work motivation, background, personality traits, and teaching and life experiences. 9.If the school is able to provide a proper assistance, it will help the newcomer to go through the process of the organizational socialization successfully and smoothly. Based on the above, the study contains the following suggestions: 1.For Taiwan education administration, 1)Giving more assistance to the cross-culture schools. 2)Creating a healthy relationship with local education administration, schools, and culture and education organization. 2.For “Taiwan Businessmen’s Dongguan School”, 1)Establishing a good system of the board of directors. 2)Creating a good communication channel in the organization. 3)Laying down a fair and reasonable management mechanism for multicultural faculty and staff. 4)Setting up a long-term and effective program for educating members and eliminating instability of employment. 5)Enriching contents of the cross-culture training. 6)Developing a schedule for the process of going through cross-culture adjustment. 7)Interacting with other cross-culture schools more frequently. 3.For a member of a cross-culture school, 1)Setting up a long-term life plan for individual and family. 2)Having open-minded. 3)Keeping stable emotion and tolerating the high uncertainty. 4.For the future research, 1)Increasing the sources of interviewees. 2)Increasing the variety of research subjects. 3)Increasing the type of research methods. 4)Extending the research period.

被引用紀錄


陳秀芳(2008)。中國大陸台商子女學校發展之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2008.01186
楊佩梅(2010)。全球華文熱下海外臺校在印尼雅加達及泗水之因應策略〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315203993

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