在管理領域中,知識的創造及運用對個人與組織皆相當重要。「管理知識的有效學習」,更為現今管理教育的重要議題之一。畢竟管理理論知識在被創造後,若無法進一步被學習者有效學習,則該理論知識的意義與價值將大為減低。本研究衡諸目前管理理論的學習,在衡量上仍缺乏相關量表,唯若無法有效衡量管理理論的學習成效,則探討管理知識的學習效能將失去實質的意義。準此,本研究以Quinn, Anderson and Finkelstein(1996)知識層次觀點為基礎,以波特五力分析理論及Hofstede文化維度理論為驗證標的,經過量表發展的程序,試圖建構出衡量管理理論知識的學習量表。在以大專院校及研究所學生為研究對象後,藉由波特五力分析理論的187份有效樣本,以及Hofstede文化維度理論150份有效樣本,進行探索性因素分析和驗證性因素分析。最後,本研究發展出包含Know-what、Know-how、Know-why、Care-why四個面向的「管理知識層次量表」,並期望此成果能作為未來管理學習的衡量工具與驗證基礎。
Creating and utilizing knowledge is crucial for both individuals and organizations in management education. Moreover, the effective learning of management knowledge is considered to be a major concern in contemporary management education. If management knowledge and theories are not effectively acquired after being created, their value is drastically reduced. This study addresses the lack of scales for assessing the acquisition of management knowledge and theories. If the learning outcomes regarding management knowledge and theories cannot be effectively assessed, then any attempts to examine the effectiveness of these approaches may be meaningless. Therefore, this study aimed to construct a learning scale for assessing the outcomes of acquiring management knowledge and theories by adopting the concept of “levels of knowledge” by Quinn, Anderson and Finkelstein (1996) as the framework and employing Porter’s five forces model and Hofstede's cultural dimensions theory as confirmatory analysis tools. After 187 and 150 valid samples for the five forces and cultural dimensions analyses, respectively, were collected from undergraduate and graduate students in Taiwan, exploratory factor and confirmatory factor analyses were performed. Finally, a management knowledge learning scale consisting of four dimensions (i.e., know-what, know-how, know-why, and care-why) was developed. It may serve as a useful tool for assessing and validating the outcomes of acquiring management knowledge.
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