[[alternative]]A Study of Learning Organization Degree to Institutions of In-Service Students in Universities and Colleges － in Business and Administration Department

碩士商業教育學系[[abstract]]摘要 第五項修練－學習型組織藝術與實務，在九O年代掀起全球有關學習議題的風潮。學習型組織的推展早在一九八O年代後期即已積極推行，並逐漸從企業組織層級延伸至社會的各個層級。我國於民國八十七年正式推動學習型組織，由教育部推動各項終身學習的行動方案，並發展各類型的學習型組織。 國內推動學習型組織至今，仍未有相關研究針對其成效進行評估。本研究藉由國內本土化的評鑑量表，瞭解國內目前推動學習型組織之情形。量表主要修訂周芸薇於2000年建構之「學習型組織評鑑量表」，並整合國內外學者之相關文獻。本文設計之量表共包含七個構面：「共同願景與策略」、「團隊合作」、「組織規範」、「組織結構與程序」、「知識取得」、「知識創造」及「知識儲存與移轉」，經由信效度檢驗修正後，共計59題。 本研究之對象為國內大學校院商學院在職學生之服務機構，其中選取二技部在職學生及碩士班在職學生。二技部在職學生問卷發放2365份，回收有效問卷1419份，碩士班在職學生問卷發放1470份，回收有效問卷684份。研究結論如下： (一) 在職學生服務機構之學習型組織程度尚可； (二) 在「全量表」、「團隊合作」、「組織規範」、「結構與程 序」、「知識取得」、「知識創造」及「知識儲存與移轉」構 面中，機構位於北部的機構其學習型組織程度高於在南部的機 構； (三) 在「全量表」、「組織規範」、「結構與程序」、「知識取 得」及「知識創造」「知識儲存與移轉」構面中，機構成立時 間較久者學習型組織較成立時間較短者為佳； (四) 在「組織規範」及「知識儲存與移轉」構面中，公務機關之學 習型組織程度較企業機構為高。 針對以上研究結論，分別對在職學生、在職學生之服務機構、大學校院及政府機構四方面提出建議。[[abstract]]ABSTRACT The fifth discipline: the art and practice of the learning organization (LO), becomes the current trends of leaning subjects in 1990s. The impetus of LO gave from 1980 and extends from enterprise to society. In our country, LO was enforced by ministry of education in 1998, which was enforced by setting several schemes of lifelong leaning into action. Up to date, no reports evaluate the effectiveness of LO enforced in Taiwan. In this paper, a localized LO assessment scale is designed to evaluate the effectiveness of LO enforced in Taiwan, which refers to an LO assessment scale proposed by Yun-Wei Zhou in 2000 and several related reports. The proposed scale comprises of seven dimensions: shared vision and strategy, teamwork, organization rules and regulations, organization structure and procedure, knowledge acquisition, knowledge creation, and knowledge storage. After the modification of reliability and validity analysis, there are 59 questions in this scale. The objects of this research are evaluating the LO degree to institutions of in-service students in universities and colleges. The number of sending and receiving questionnaires to the in-service students of two-year polytechnic colleges are 2365 and 1419, respectively. The number of sending and receiving questionnaires to the in-service students of master degree are 1470 and 684, respectively. The conclusions of this paper are listed as follows: 1. The OL degree to the institutions of in-service students is acceptable. 2. From the dimensions of teamwork, organization rules and regulations, organization structure and procedure, knowledge acquisition, knowledge creation, and knowledge storage, the LO degree of the north institutions is higher than that of the south institutions. 3. From the dimensions of organization rules and regulations, organization structure and procedure, knowledge acquisition, knowledge creation, and knowledge storage, elder institutions acquire higher LO degrees. 4. From the dimensions of organization rules and regulations and knowledge storage, the LO degree of government agencies is higher than that of enterprises. According to the above-mentioned conclusions, some suggestions are given to the investigated in-service students, universities and colleges, institutions of in-service students, and government agencies