The Dynamic Capabilities in Taiwan's Senior High Schools

二十一世紀是一個環境變遷快速的時代，組織必須隨時掌握外部環境與內部環境的變化，以快速回度環境與市場需求，維持其競爭優勢。因此，本研究主要目的即以動態能耐觀點為基礎，發展適用於學校組織動態能耐評量工具，進而以之做為評估學校組織動態能耐之工具，並對國內之高級中學與高級職業學校進行調查，以瞭解當前高中職之現況，並提出結論與建議。 在量表發展上，本研究以文獻分析與德懷術進行指標建構，完成後並以信度分析、探索性因素分析及二階驗證性因素分析來檢證其信度與效度。最後發展而成之量表共計七個層面，分別為行政整合、定位、科技應用、學習、創新、知識管理與策略彈性。研究結果顯示本研究所發展之「高中職動態能耐量表」具有良好之信度與效度，可做為高中職之動態能耐評量工具。在高中職之動態能耐現況部分，則採用調查研究法在進行，分層隨機抽取60所公私立高級中學及高級職業學校，共寄出996份問卷，回收有效問卷為690份。調查結果以t考驗、變異數分析等統計方法進行資料處理。 本研究之主要發現有以下幾點： 一、高中職動態能耐量表具有良好之信度與效度，且可由七個層面47個細項指標加以評量； 二、高級中學與高級職業學校之動態能耐沒有顯著差異； 三、私立學校之動態能耐高於公立學校，在「位置」、「知識管理」與「策略彈性」等三個層面之差異達統計顯著水準； 四、成立歷史較悠久之學校具有較佳之動態能耐。； 五、規模太小之學校其動態能耐偏低，競爭優勢不如規模較大之學校； 六、偏遠地區之學校其動態能耐明顯低於都市與鄉鎮地區之學校； 七、男性學校教育人員之動態能耐知覺明顯高於女性學校教育人員； 八、年齡較大之學校教育人員其動態能耐知覺顯著高於年齡較小者； 九、擔任行政職務之學校教育人員其動態能耐知覺高於一般學校教育人員； 十、不同教育程度之學校教育人員其動態能耐之看法沒有顯著差異； 十一、資深之學校教育人員其動態能耐知覺程度明顯高於資淺之學校教育人員； 十二、高中職在「科技應用」層面之表現最佳，而在「知識管理」層面之表現則有待改善。 根據以上之研究結果，本研究提出以下建議，以供未來量表應用、在教育行政機關決策、學校運作與未來研究時之參考： 一、對學校組織動態能耐量表應用之建議 1.應善用動態能耐量表做為組織進步之學校營運引導指標。 2.應進一步確認量表與模式之適當性。 二、對教育主管機關之建議 1.應隨時監控大環境之變化，擬定適當之政策並快速將訊息傳達給學校單位。 2.應致力降低偏遠地區學校與都市、鄉鎮學校之差距。 3.應適度調整公立學校與私立學校之教育資源分配，以使學生享有平等之教育資源。 三、對高級中學與高級職業學校之建議 1.應建立完善之資訊蒐集系統，以強化學校之動態能耐。 2.應增加學校成員參與行政事務之機會。 3.應加強行銷策略，以增進學校信譽資產之優勢。 4.應定時檢視學校之優勢與劣勢，以避免核心僵固的情況發生。 5.應建立學校之知識管理分享文化，以增進創新之能量。 6.應設法留住優秀與經驗豐富之學校教育人員。 四、對未來研究之建議 1.就研究對象方面，可擴大研究對象。 2.就量表施測方面，應佐以相關客觀資料與專家學者之評比進行結果分析。 3.就研究方法方面，在專家意見整合方面可改用焦點團體法或腦力激盪法；在意見調查方面可兼採質化方法。 4.就研究工具方面，可進一步進行量表之修正與驗證。 5.就研究內容方面，可研究動態能耐與其他變項之關係。The dynamic capabilities approach is promising in terms of future research potential and as an aid to management endeavoring to gain competitive advantage in increasingly demanding environment. Dynamic capabilities identifying new opportunities and help organizations organize effectively and efficiently in regimes of rapid environments changes. The term ‘dynamic’ refers to the capacity to renew competences so as to achieve congruence with the changing outer environment; the term ‘capabilities’ emphasizes the abilities in appropriately adapting, integrating, and reconfiguring internal and external organizational skills, resources ,and functional competences to make the requirements of a rapidly changing environment. The purpose of this study was to develop an inventory of dynamic capabilities that apply to the senior high schools and senior vocational schools in Taiwan. This research was conducted under two processes. At first, the fundamental indicators of the inventory were constructed under the groundwork of literature review and Delphi method. The inventory was examined with several statistical methods such as reliability analysis, exploratory factor analysis and confirmatory factor analysis. The result showed that the self-constructed dynamic capabilities inventory was with good reliability and validity. Secondly, the inventory was sent to 996 senior high schools’ personnel in Taiwan and 690 valid questionnaires were returned and analyzed by SPSS For Windows 12.0 version at .05 significant level. Statistical method such as descriptive statistics, t-test and one-way ANOVA were adapted to data analysis. Major findings include the following： 1. The dynamic capabilities inventory that constructed by researcher is with fine reliability and validity and could measure schools’ dynamic capabilities with seven dimensions. 2. There is no difference between the dynamic capabilities of senior high schools and senior vocational schools. 3. The dynamic capabilities of the private schools are significantly higher that the public schools. 4. Schools that with longer history have greater dynamic capabilities. 5. The small- scoped schools have less dynamic capabilities. 6. Schools that located in remote area have less dynamic capabilities than the schools located in the city. 7. The perception of dynamic capabilities of male school personnel is significantly higher that the female school personnel. 8. Elder personnel have higher perception of dynamic capabilities than the younger personnel. 9. Personnel serve in administration sections have higher perception of dynamic capabilities than the personnel who are not served in administrative sections. 10. Educational background is not a decisive element to the perception of dynamic capabilities. 11. The senior school personnel have higher perception of dynamic capabilities. Based on the findings, several recommendations were made for the application of DCI-S, for the superior authorities, for the senior high/vocational schools as well as for further research