Knowledge creation:he relationship between academics and practices

長久以來，在學校中發展的研究成果應用在實務界一值有許多的困難之處，一方面是學校的研究向來是較為基礎以及探索未知的領域，而在實務界中的研究則關注此研究是否能被應用，應用的價值是否符合公司以及股東之利益，近年來，有許多產學合作的例子，由企業出資贊助學校實驗室的研究，無形之中使學術界和實務界在研究上目標的分歧度因此而降低，本研究主要著重在專利是否能夠代表學校研究在實務界被應用的指標，而首先就必須要確立學校之研究成果和專利數之間的關係。研究主要是針對全台37間電機系，包括公私立大學及學院的老師進行研究，總共收集到698位教授的相關資料，研究期間從2002年到2006年，包含每位教授的研究資源、個人背景、職位、環境因素、以及利用發表的國際期刊和專利的數量做為衡量知識創造和應用的指標；描繪出個人所擁有的有形和無形資源與個人知識創造和應用之間的關係。據階層迴歸模型的結果指出，研究資源和個人的知識創造有明顯的正向關係，而個人背景、職位、環境因素除了對知識創造有正向關係，更對研究資源和知識創造之關係有調合作用；另一方面，個人知識創造和應用程度呈現一個倒U型的關係，而合併前人之研究可發現，個人知識創造需要耗費一定的資源和時間，會排擠到需要類似資源來做應用的部分，此為負向的力量；而正向的力量則包括知識創造以及應用之間所產生的綜效部分，所以在此一正一負的力量調合之下，呈現一個倒U型之關係，也就是在個人知識創造程度較低的時候，對於知識應用是有利的，而在個人知識創造達到一定的程度之後，負向的力量大過正向，所以和知識應用呈現一個負斜率的關係。對學校抑或是研究人員來說，運用有形和無形的資源來促進知識創造是一個重要的課題，而調和知識創造和應用之間正負的力量來達成最理想的狀態，才能有效的將知識創造的成果從學校應用到實務界。This study explored the degree to which patents are representative of the knowledge application spilling over of the university during 2002-2006, by focusing on the departments of electronic engineering in Taiwan, including 16 national universities, 12 private universities, 6 national colleges and 3 private colleges. And the number of papers published in 2002-2006 was choosen as a measure of knowledge creation. rawing on quantitative data, this study implemented linear regression analysis that examining relationship between learning research resource, knowledge creation and knowledge creation. Then hierarchical moderator regression analyses were used to test the interactions of individual knowledge stock and environmental characteristics with knowledge creation. ccording to the regression results, research resources have direct impact on the knowledge creation: faculty members that have greater research resources performed better in knowledge creation than faculty members that have fewer. And individual background and organizational scale have moderating effect on the relationship between two. his study focused on the relationship between knowledge creation and application. Based on our analysis, this relationship is inverse U-shaped. It indicates that an optimal level of knowledge creation for knowledge application exists. The present evidences imply that faculty members should realize that too many or too few publication can neither help knowledge applied.Abstract ii要 iiiable List ixigure List xhapter 1 : Introduction 1.1 Research Purposes 3.2 Research Procedure 4hapter 2 : Literature Review 5.1 Literature Background 5.1.1 Definition an classification of Knowledge 5.1.2 The Background of Knowledge Creation and Knowledge Application 6.2 Hypotheses Development 11.2.1 Research resource and knowledge creation 11.2.2 Individual knowledge stock, research resource and knowledge creation 12.2.3 Environmental characteristics, research resource and knowledge creation 18.2.4 Knowledge creation and knowledge application 20hapter 3 : Research Design and Methodology 23.1 Research Framework 24.2 Research Hypotheses 25.3 Construct Measurement 28.3.1 Research resource 28.3.2 Knowledge creation 28.3.3 Knowledge application 29.3.4 Individual background 29.3.5 Individual status 29.3.6 Environmental characteristics 30.3.7 Control variables 30.4 Data Collection and Sampling 30.5 Statistical Analysis 31.5.1 Descriptive Statistic and Correlation Analysis 31.5.2 Regression Analysis and Moderated Hierarchical Regression Analysis 31.5.3 Draw the diagram of interaction effect 32hapter 4 : Results 33.1 Descriptive Statistics and Correlation Analysis 33.2 Regression Results of Knowledge Creation 35.2.1 Regression result between control variable and knowledge creation 35.2.2 Regression result between learning research resource and knowledge creation 35.2.3 Regression result between individual background and knowledge creation 36.2.4 The moderating effect of individual background between learning research resource and knowledge creation 36.2.5 Regression result between individual status, organizational scale and knowledge creation 36.2.6 The moderating effect of individual status, organizational scale between learning research resource and knowledge creation 37.3 Regression Results of Knowledge Application 39.3.1 Regression result between control variable and knowledge application 39.3.2 Regression result between knowledge creation and knowledge application 39.4 The Diagram of Moderating Effect 41hapter 5 : Discussion and Conclusions 44.1 Discussion and Implications 44.2 Contribution 46.3 Limitation and Future Research 47eference 4