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題名 知識空間、專屬資產投資、跨組織學習與代工績效關聯性之研究－以通訊代工廠商為例
The research of relationships among knowledge space, asset specific investment, inter-organization learning and performance of outsourcing - a case study of communication subcontractors
作者 陳東賢
Chen ,Tung Hsien
貢獻者 吳思華
Wu ,Se Hwa
陳東賢
Chen ,Tung Hsien
關鍵詞 代工範疇
先驗知識
知識空間
專屬性資產投資
跨組織學習
outsourcing scope
prior knowledge
knowledge space
Asset Specific Investment
Inter-Organization Learning
日期 2010
上傳時間 29-九月-2011 16:41:20 (UTC+8)
摘要 本研究基於資源基礎理論，結合組織學習、網路理論及關係學派的觀點，探討影響代工廠商跨組織學習的情境因素與績效。
     根據之前學者們研究得知，「知識因果模糊性」是影響組織學習的關鍵。知識因果模糊來自於知識的內隱、專屬及複雜本質。「知識分享」與「共同問題解決」是聯盟成員間傳遞因果模糊本質知識的學習方式。而代工廠商專屬性資產投資，除了增進品牌廠商的信任，提高品牌廠商知識分享意願外；也增進了代工廠商與品牌廠商間的互動，透過互動，促使知識外溢的產生。
     知識流學者研究指出，可移轉知識含量是知識分享的前提，也決定知識分享的強度。代工的範圍規範了可移轉知識含量；代工範疇愈複雜，可分享知識相對擴大。但知識的路徑相依本質，限制代工廠商對代工領域知識的辨識。代工廠商先驗知識深淺關係著可移轉知識空間的辦識。代工情境中，可移轉知識，主觀上，受限於代工的範疇；客觀上，則與代工廠商的先驗知識息息相關。
     傳統上檢視組織學習成效，主要來自於對經驗曲線速度的觀察。在策略聯盟夥伴間的競合關係中，學習競賽是造成策略聯盟活動重組、活動替代、或聯盟解散的重要原因。屬「雙邊契約供應聯盟關係」的代工，在經濟理性考慮下，維持與品牌廠商的聯盟關係，是代工廠商的必然選擇。但組織學習增強代工廠商的議價能力，促使代工活動的重組；因此觀察代工廠商跨組織學習的成果，除了經驗曲線，活動重組也是重要的觀察變項。
第一章 、緒論 15
     第一節 、研究背景 15
     第二節 、研究動機與研究問題 17
     壹 、研究動機：實務面 18
     貳 、研究動機：理論面 18
     參 、研究問題 21
     第三節 、研究限制 22
     第四節 、研究流程與論文結構 23
     第二章 、文獻探討 26
     第一節 、組織學習理論 26
     壹 、組織學習層次與範圍 26
     貳 、組織學習機制 27
     參 、組織學習的形式 28
     肆 、組織學習管理程序 29
     伍 、組織學習與學習績效 31
     陸 、組織學習障礙與成功關鍵因素 32
     柒 、小結：學習環境、組織學習、企業績效 37
     第二節 、聯盟、代工與組織學習 38
     壹 、策略聯盟與代工 38
     一 、前言：策略供應網路vs代工 38
     二 、代工演進與策略性外包 38
     貳 、聯盟型態與組織學習 39
     一 、聯盟組織形態 39
     二 、聯盟統治機制與組織學習 40
     參 、可移轉知識空間與代工廠商跨組織學習 41
     一 、可移轉知識與知識分享 41
     二 、知識空間 41
     三 、知識空間與知識範圍 42
     四 、知識空間與知識關連 43
     肆 、代工知識範圍：代工範疇與可移轉知識空間 45
     一 、聯盟範疇 45
     二 、代工形式與代工範疇 45
     三 、代工範疇與代工知識範圍 47
     伍 、代工廠商先驗知識與可移轉知識空間 49
     陸 、網絡鑲嵌功能與代工跨組織學習 51
     一 、網絡鑲嵌功能與知識分享 51
     柒 、專屬性資產投資與組織學習 53
     一 、專屬性資產分類 54
     二 、專屬性資產的理論基礎：交易成本、關係與組織學習觀點 56
     三 、專屬性資產投資與企業績效 57
     四 、專屬性資產與代工廠商組織學習 58
     捌 、學習競賽、學習績效-代工活動重組 59
     玖 、小結 61
     第三章 、命題推演與研究架構 63
     壹 、代工廠商跨組織學習與代工績效 63
     貳 、可移轉知識空間與代工廠商跨組織學習 63
     參 、專屬性資產投資與代工廠商跨組織學習 65
     肆 、代工範疇與可移轉知識空間 66
     伍 、先驗知識與可移轉知識空間 68
     陸 、學理推論命題與研究架構 69
     柒 、變項定義 70
     第四章 、研究方法 72
     第一節 、個案研究方法 72
     壹 、個案研究的方法論依據 72
     貳 、研究對象選取 73
     參 、資料來源與收集 74
     肆 、分析單位的界定 76
     一 、代工專案的觀察週期 76
     二 、代工專案觀察的獨立性 77
     三 、代工專案與產品生命週期 77
     第五章 、個案廠商與代工專案說明 78
     第一節 、個案廠商背景說明 78
     壹 、品牌廠商：HSTX背景 78
     一 、HSTX的製造策略 80
     貳 、代工廠商：台揚科技背景資料 80
     一 、台揚科技無線通訊上的技術 81
     二 、台揚科技的產品 82
     三 、台揚科技在無線通訊的知識空間 84
     第二節 、HSTX代工專案的產品及其知識本質 86
     壹 、微波通訊產品的應用與技術 86
     一 、微波通訊產品的應用 86
     二 、微波通訊技術與因果模糊特質 87
     三 、微波通訊技術與路徑相依特質 89
     第三節 、代工廠商篩選、產品認證與代工週期 93
     一 、代工廠商的選擇與評估 93
     二 、產品認證流程 94
     三 、代工週期 96
     第四節 、HSTX代工專案的知識分享與知識流 99
     一 、HSTX代工週期中知識分享 99
     二 、代工週期HSTX與代工廠商資訊分享的知識流向與節點 100
     第五節 、小結 102
     第六章 、台揚科技個案分析 105
     第一節 、代工績效 106
     壹 、代工績效 108
     貳 、代工績效的來源 111
     參 、代工績效改善所需要知識 114
     第二節 、可移轉知識空間 116
     壹 、離散式模組代工 116
     一 、離散式模組代工專案的知識領域 117
     二 、台揚科技離散模組先驗知識 119
     三 、離散模組代工專案可移轉知識空間 121
     貳 、整合式模組代工 124
     一 、整合式模組代工專案的知識領域 125
     二 、台揚科技整合模組先驗知識 125
     三 、整合模組代工專案可移轉知識空間 126
     參 、OEM系統代工 129
     一 、OEM系統代工專案的知識領域 129
     二 、台揚科技微波通訊系統的先驗知識 134
     肆 、小結 137
     第三節 、專屬資產投資與跨組織學習 141
     壹 、代工週期與專屬資產投資 141
     貳 、台揚科技對HSTX代工專案專屬資產投資 142
     一 、專屬供應鏈體系（SCM） 142
     二 、生產認證測試（PVT）測試設備 145
     三 、專屬資訊網路（IT） 146
     四 、地區專屬性資產－北美維修中心 149
     參 、專屬資產投資與跨組織學習 149
     一 、供應網路（SCN）與組織學習 150
     二 、生產驗證設備與組織學習 153
     三 、資訊系統與組織學習 155
     四 、北美維修中心與組織學習 161
     肆 、小結 167
     第七章 、對照個案與命題驗證 170
     第一節 、對照個案- BEI泰國廠 170
     壹 、廠商背景 170
     一 、BEI 泰國廠的核心能耐與產品分佈 170
     貳 、BEI泰國廠微波通信產品代工 171
     一 、BEI泰國廠在微波通訊代工與先驗經驗 171
     二 、BEI泰國廠在微波通訊產品可移轉知識空間 172
     三 、BEI泰國廠在微波產品代工的專屬資產投資 173
     四 、BEI泰國廠微波產品之代工績效 174
     五 、BEI泰國廠代工技術問題解決 175
     六 、BEI泰國廠代工資訊流 176
     參 、小結 176
     第二節 、命題驗證與討論 178
     壹 、可移轉知識空間－描繪學習路徑的知識地圖 178
     一 、定義 179
     二 、學理推論命題、研究命題與個案驗證 179
     三 、說明與討論： 183
     貳 、代工績效的演化觀點－一場重組代工活動的學習競賽 184
     一 、定義 185
     二 、學理推論命題、研究命題與個案驗證 185
     參 、代工廠商的跨組織學習－創造互惠氛圍，達成知識外溢效果 188
     一 、定義 189
     二 、學理推論命題、研究命題與個案驗證 189
     三 、說明與討論 196
     肆 、小結 200
     第八章 、研究結論與建議 203
     第一節 、研究結論與貢獻 203
     壹 、研究結論 203
     貳 、研究貢獻 206
     一 、理論面貢獻 206
     二 、實務面貢獻 209
     第二節 、研究建議 217
     壹 、知識外溢與知識保護的平衡 217
     貳 、知識管理應該回歸的本質：組織對知識流的控制 217
     第九章 參考文獻 219
     壹 、中文書籍 219
     貳 、中文期刊 219
     參 、英文書籍 220
     肆 、英文期刊 222
參考文獻 壹、中文書籍
1. 吳思華 著，2001，《策略九說：策略思考的本質》，台北：臉譜出版。
2. 司徒達賢 著，2005，《策略管理新論 觀念架構與分析方法》，台北：智勝文化。
3. 查爾斯 范恩（Charles Fine） 著，李筠 譯，2000，《脈動速度下的決策者》，台北；大塊文化。
4. 林東清 著，2003，《知識管理》，台北：智勝文化。
貳、中文期刊
1. 方世杰，2008，「知識管理研究之本質-組織知識統治」，組織與管理，一卷二期 1-35
2. 王慧美，2001，國際代工夥伴關係下之資產專屬性與能力建構－供應商觀點分析，國立台灣大學國際企業研究所未出版之博士論文。
3. 朱文儀、黃延聰，2002，「國際策略聯盟中廠商間知識移轉與廠商能力發展」，台灣管理學刊，二（一）: 105-124。
4. 佘日新、梁家隆、陳厚銘，2000，「廠商如何經由國外夥伴之技術合作提昇企業技術能力—以台灣資訊電子廠商為例」，管理學報，十七（二）：297-319。
5. 康敏平和司徒達賢，2007，「關係專屬投資是一種負債？台灣代工廠商的個案研究」，台大管理論叢，第18卷第一期 21-54。
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描述 博士
國立政治大學
科技管理研究所
91359504
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0913595041
資料類型 thesis
dc.contributor.advisor 吳思華zh_TW
dc.contributor.advisor Wu ,Se Hwaen_US
dc.contributor.author (作者) 陳東賢zh_TW
dc.contributor.author (作者) Chen ,Tung Hsienen_US
dc.creator (作者) 陳東賢zh_TW
dc.creator (作者) Chen ,Tung Hsienen_US
dc.date (日期) 2010en_US
dc.date.accessioned 29-九月-2011 16:41:20 (UTC+8)-
dc.date.available 29-九月-2011 16:41:20 (UTC+8)-
dc.date.issued (上傳時間) 29-九月-2011 16:41:20 (UTC+8)-
dc.identifier (其他 識別碼) G0913595041en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/50807-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 科技管理研究所zh_TW
dc.description (描述) 91359504zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本研究基於資源基礎理論，結合組織學習、網路理論及關係學派的觀點，探討影響代工廠商跨組織學習的情境因素與績效。
     根據之前學者們研究得知，「知識因果模糊性」是影響組織學習的關鍵。知識因果模糊來自於知識的內隱、專屬及複雜本質。「知識分享」與「共同問題解決」是聯盟成員間傳遞因果模糊本質知識的學習方式。而代工廠商專屬性資產投資，除了增進品牌廠商的信任，提高品牌廠商知識分享意願外；也增進了代工廠商與品牌廠商間的互動，透過互動，促使知識外溢的產生。
     知識流學者研究指出，可移轉知識含量是知識分享的前提，也決定知識分享的強度。代工的範圍規範了可移轉知識含量；代工範疇愈複雜，可分享知識相對擴大。但知識的路徑相依本質，限制代工廠商對代工領域知識的辨識。代工廠商先驗知識深淺關係著可移轉知識空間的辦識。代工情境中，可移轉知識，主觀上，受限於代工的範疇；客觀上，則與代工廠商的先驗知識息息相關。
     傳統上檢視組織學習成效，主要來自於對經驗曲線速度的觀察。在策略聯盟夥伴間的競合關係中，學習競賽是造成策略聯盟活動重組、活動替代、或聯盟解散的重要原因。屬「雙邊契約供應聯盟關係」的代工，在經濟理性考慮下，維持與品牌廠商的聯盟關係，是代工廠商的必然選擇。但組織學習增強代工廠商的議價能力，促使代工活動的重組；因此觀察代工廠商跨組織學習的成果，除了經驗曲線，活動重組也是重要的觀察變項。		zh_TW
dc.description.abstract (摘要) 第一章 、緒論 15
     第一節 、研究背景 15
     第二節 、研究動機與研究問題 17
     壹 、研究動機：實務面 18
     貳 、研究動機：理論面 18
     參 、研究問題 21
     第三節 、研究限制 22
     第四節 、研究流程與論文結構 23
     第二章 、文獻探討 26
     第一節 、組織學習理論 26
     壹 、組織學習層次與範圍 26
     貳 、組織學習機制 27
     參 、組織學習的形式 28
     肆 、組織學習管理程序 29
     伍 、組織學習與學習績效 31
     陸 、組織學習障礙與成功關鍵因素 32
     柒 、小結：學習環境、組織學習、企業績效 37
     第二節 、聯盟、代工與組織學習 38
     壹 、策略聯盟與代工 38
     一 、前言：策略供應網路vs代工 38
     二 、代工演進與策略性外包 38
     貳 、聯盟型態與組織學習 39
     一 、聯盟組織形態 39
     二 、聯盟統治機制與組織學習 40
     參 、可移轉知識空間與代工廠商跨組織學習 41
     一 、可移轉知識與知識分享 41
     二 、知識空間 41
     三 、知識空間與知識範圍 42
     四 、知識空間與知識關連 43
     肆 、代工知識範圍：代工範疇與可移轉知識空間 45
     一 、聯盟範疇 45
     二 、代工形式與代工範疇 45
     三 、代工範疇與代工知識範圍 47
     伍 、代工廠商先驗知識與可移轉知識空間 49
     陸 、網絡鑲嵌功能與代工跨組織學習 51
     一 、網絡鑲嵌功能與知識分享 51
     柒 、專屬性資產投資與組織學習 53
     一 、專屬性資產分類 54
     二 、專屬性資產的理論基礎：交易成本、關係與組織學習觀點 56
     三 、專屬性資產投資與企業績效 57
     四 、專屬性資產與代工廠商組織學習 58
     捌 、學習競賽、學習績效-代工活動重組 59
     玖 、小結 61
     第三章 、命題推演與研究架構 63
     壹 、代工廠商跨組織學習與代工績效 63
     貳 、可移轉知識空間與代工廠商跨組織學習 63
     參 、專屬性資產投資與代工廠商跨組織學習 65
     肆 、代工範疇與可移轉知識空間 66
     伍 、先驗知識與可移轉知識空間 68
     陸 、學理推論命題與研究架構 69
     柒 、變項定義 70
     第四章 、研究方法 72
     第一節 、個案研究方法 72
     壹 、個案研究的方法論依據 72
     貳 、研究對象選取 73
     參 、資料來源與收集 74
     肆 、分析單位的界定 76
     一 、代工專案的觀察週期 76
     二 、代工專案觀察的獨立性 77
     三 、代工專案與產品生命週期 77
     第五章 、個案廠商與代工專案說明 78
     第一節 、個案廠商背景說明 78
     壹 、品牌廠商：HSTX背景 78
     一 、HSTX的製造策略 80
     貳 、代工廠商：台揚科技背景資料 80
     一 、台揚科技無線通訊上的技術 81
     二 、台揚科技的產品 82
     三 、台揚科技在無線通訊的知識空間 84
     第二節 、HSTX代工專案的產品及其知識本質 86
     壹 、微波通訊產品的應用與技術 86
     一 、微波通訊產品的應用 86
     二 、微波通訊技術與因果模糊特質 87
     三 、微波通訊技術與路徑相依特質 89
     第三節 、代工廠商篩選、產品認證與代工週期 93
     一 、代工廠商的選擇與評估 93
     二 、產品認證流程 94
     三 、代工週期 96
     第四節 、HSTX代工專案的知識分享與知識流 99
     一 、HSTX代工週期中知識分享 99
     二 、代工週期HSTX與代工廠商資訊分享的知識流向與節點 100
     第五節 、小結 102
     第六章 、台揚科技個案分析 105
     第一節 、代工績效 106
     壹 、代工績效 108
     貳 、代工績效的來源 111
     參 、代工績效改善所需要知識 114
     第二節 、可移轉知識空間 116
     壹 、離散式模組代工 116
     一 、離散式模組代工專案的知識領域 117
     二 、台揚科技離散模組先驗知識 119
     三 、離散模組代工專案可移轉知識空間 121
     貳 、整合式模組代工 124
     一 、整合式模組代工專案的知識領域 125
     二 、台揚科技整合模組先驗知識 125
     三 、整合模組代工專案可移轉知識空間 126
     參 、OEM系統代工 129
     一 、OEM系統代工專案的知識領域 129
     二 、台揚科技微波通訊系統的先驗知識 134
     肆 、小結 137
     第三節 、專屬資產投資與跨組織學習 141
     壹 、代工週期與專屬資產投資 141
     貳 、台揚科技對HSTX代工專案專屬資產投資 142
     一 、專屬供應鏈體系（SCM） 142
     二 、生產認證測試（PVT）測試設備 145
     三 、專屬資訊網路（IT） 146
     四 、地區專屬性資產－北美維修中心 149
     參 、專屬資產投資與跨組織學習 149
     一 、供應網路（SCN）與組織學習 150
     二 、生產驗證設備與組織學習 153
     三 、資訊系統與組織學習 155
     四 、北美維修中心與組織學習 161
     肆 、小結 167
     第七章 、對照個案與命題驗證 170
     第一節 、對照個案- BEI泰國廠 170
     壹 、廠商背景 170
     一 、BEI 泰國廠的核心能耐與產品分佈 170
     貳 、BEI泰國廠微波通信產品代工 171
     一 、BEI泰國廠在微波通訊代工與先驗經驗 171
     二 、BEI泰國廠在微波通訊產品可移轉知識空間 172
     三 、BEI泰國廠在微波產品代工的專屬資產投資 173
     四 、BEI泰國廠微波產品之代工績效 174
     五 、BEI泰國廠代工技術問題解決 175
     六 、BEI泰國廠代工資訊流 176
     參 、小結 176
     第二節 、命題驗證與討論 178
     壹 、可移轉知識空間－描繪學習路徑的知識地圖 178
     一 、定義 179
     二 、學理推論命題、研究命題與個案驗證 179
     三 、說明與討論： 183
     貳 、代工績效的演化觀點－一場重組代工活動的學習競賽 184
     一 、定義 185
     二 、學理推論命題、研究命題與個案驗證 185
     參 、代工廠商的跨組織學習－創造互惠氛圍，達成知識外溢效果 188
     一 、定義 189
     二 、學理推論命題、研究命題與個案驗證 189
     三 、說明與討論 196
     肆 、小結 200
     第八章 、研究結論與建議 203
     第一節 、研究結論與貢獻 203
     壹 、研究結論 203
     貳 、研究貢獻 206
     一 、理論面貢獻 206
     二 、實務面貢獻 209
     第二節 、研究建議 217
     壹 、知識外溢與知識保護的平衡 217
     貳 、知識管理應該回歸的本質：組織對知識流的控制 217
     第九章 參考文獻 219
     壹 、中文書籍 219
     貳 、中文期刊 219
     參 、英文書籍 220
     肆 、英文期刊 222		-
dc.description.tableofcontents 第一章 、緒論 15
     第一節 、研究背景 15
     第二節 、研究動機與研究問題 17
     壹 、研究動機：實務面 18
     貳 、研究動機：理論面 18
     參 、研究問題 21
     第三節 、研究限制 22
     第四節 、研究流程與論文結構 23
     第二章 、文獻探討 26
     第一節 、組織學習理論 26
     壹 、組織學習層次與範圍 26
     貳 、組織學習機制 27
     參 、組織學習的形式 28
     肆 、組織學習管理程序 29
     伍 、組織學習與學習績效 31
     陸 、組織學習障礙與成功關鍵因素 32
     柒 、小結：學習環境、組織學習、企業績效 37
     第二節 、聯盟、代工與組織學習 38
     壹 、策略聯盟與代工 38
     一 、前言：策略供應網路vs代工 38
     二 、代工演進與策略性外包 38
     貳 、聯盟型態與組織學習 39
     一 、聯盟組織形態 39
     二 、聯盟統治機制與組織學習 40
     參 、可移轉知識空間與代工廠商跨組織學習 41
     一 、可移轉知識與知識分享 41
     二 、知識空間 41
     三 、知識空間與知識範圍 42
     四 、知識空間與知識關連 43
     肆 、代工知識範圍：代工範疇與可移轉知識空間 45
     一 、聯盟範疇 45
     二 、代工形式與代工範疇 45
     三 、代工範疇與代工知識範圍 47
     伍 、代工廠商先驗知識與可移轉知識空間 49
     陸 、網絡鑲嵌功能與代工跨組織學習 51
     一 、網絡鑲嵌功能與知識分享 51
     柒 、專屬性資產投資與組織學習 53
     一 、專屬性資產分類 54
     二 、專屬性資產的理論基礎：交易成本、關係與組織學習觀點 56
     三 、專屬性資產投資與企業績效 57
     四 、專屬性資產與代工廠商組織學習 58
     捌 、學習競賽、學習績效-代工活動重組 59
     玖 、小結 61
     第三章 、命題推演與研究架構 63
     壹 、代工廠商跨組織學習與代工績效 63
     貳 、可移轉知識空間與代工廠商跨組織學習 63
     參 、專屬性資產投資與代工廠商跨組織學習 65
     肆 、代工範疇與可移轉知識空間 66
     伍 、先驗知識與可移轉知識空間 68
     陸 、學理推論命題與研究架構 69
     柒 、變項定義 70
     第四章 、研究方法 72
     第一節 、個案研究方法 72
     壹 、個案研究的方法論依據 72
     貳 、研究對象選取 73
     參 、資料來源與收集 74
     肆 、分析單位的界定 76
     一 、代工專案的觀察週期 76
     二 、代工專案觀察的獨立性 77
     三 、代工專案與產品生命週期 77
     第五章 、個案廠商與代工專案說明 78
     第一節 、個案廠商背景說明 78
     壹 、品牌廠商：HSTX背景 78
     一 、HSTX的製造策略 80
     貳 、代工廠商：台揚科技背景資料 80
     一 、台揚科技無線通訊上的技術 81
     二 、台揚科技的產品 82
     三 、台揚科技在無線通訊的知識空間 84
     第二節 、HSTX代工專案的產品及其知識本質 86
     壹 、微波通訊產品的應用與技術 86
     一 、微波通訊產品的應用 86
     二 、微波通訊技術與因果模糊特質 87
     三 、微波通訊技術與路徑相依特質 89
     第三節 、代工廠商篩選、產品認證與代工週期 93
     一 、代工廠商的選擇與評估 93
     二 、產品認證流程 94
     三 、代工週期 96
     第四節 、HSTX代工專案的知識分享與知識流 99
     一 、HSTX代工週期中知識分享 99
     二 、代工週期HSTX與代工廠商資訊分享的知識流向與節點 100
     第五節 、小結 102
     第六章 、台揚科技個案分析 105
     第一節 、代工績效 106
     壹 、代工績效 108
     貳 、代工績效的來源 111
     參 、代工績效改善所需要知識 114
     第二節 、可移轉知識空間 116
     壹 、離散式模組代工 116
     一 、離散式模組代工專案的知識領域 117
     二 、台揚科技離散模組先驗知識 119
     三 、離散模組代工專案可移轉知識空間 121
     貳 、整合式模組代工 124
     一 、整合式模組代工專案的知識領域 125
     二 、台揚科技整合模組先驗知識 125
     三 、整合模組代工專案可移轉知識空間 126
     參 、OEM系統代工 129
     一 、OEM系統代工專案的知識領域 129
     二 、台揚科技微波通訊系統的先驗知識 134
     肆 、小結 137
     第三節 、專屬資產投資與跨組織學習 141
     壹 、代工週期與專屬資產投資 141
     貳 、台揚科技對HSTX代工專案專屬資產投資 142
     一 、專屬供應鏈體系（SCM） 142
     二 、生產認證測試（PVT）測試設備 145
     三 、專屬資訊網路（IT） 146
     四 、地區專屬性資產－北美維修中心 149
     參 、專屬資產投資與跨組織學習 149
     一 、供應網路（SCN）與組織學習 150
     二 、生產驗證設備與組織學習 153
     三 、資訊系統與組織學習 155
     四 、北美維修中心與組織學習 161
     肆 、小結 167
     第七章 、對照個案與命題驗證 170
     第一節 、對照個案- BEI泰國廠 170
     壹 、廠商背景 170
     一 、BEI 泰國廠的核心能耐與產品分佈 170
     貳 、BEI泰國廠微波通信產品代工 171
     一 、BEI泰國廠在微波通訊代工與先驗經驗 171
     二 、BEI泰國廠在微波通訊產品可移轉知識空間 172
     三 、BEI泰國廠在微波產品代工的專屬資產投資 173
     四 、BEI泰國廠微波產品之代工績效 174
     五 、BEI泰國廠代工技術問題解決 175
     六 、BEI泰國廠代工資訊流 176
     參 、小結 176
     第二節 、命題驗證與討論 178
     壹 、可移轉知識空間－描繪學習路徑的知識地圖 178
     一 、定義 179
     二 、學理推論命題、研究命題與個案驗證 179
     三 、說明與討論： 183
     貳 、代工績效的演化觀點－一場重組代工活動的學習競賽 184
     一 、定義 185
     二 、學理推論命題、研究命題與個案驗證 185
     參 、代工廠商的跨組織學習－創造互惠氛圍，達成知識外溢效果 188
     一 、定義 189
     二 、學理推論命題、研究命題與個案驗證 189
     三 、說明與討論 196
     肆 、小結 200
     第八章 、研究結論與建議 203
     第一節 、研究結論與貢獻 203
     壹 、研究結論 203
     貳 、研究貢獻 206
     一 、理論面貢獻 206
     二 、實務面貢獻 209
     第二節 、研究建議 217
     壹 、知識外溢與知識保護的平衡 217
     貳 、知識管理應該回歸的本質：組織對知識流的控制 217
     第九章 參考文獻 219
     壹 、中文書籍 219
     貳 、中文期刊 219
     參 、英文書籍 220
     肆 、英文期刊 222		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0913595041en_US
dc.subject (關鍵詞) 代工範疇zh_TW
dc.subject (關鍵詞) 先驗知識zh_TW
dc.subject (關鍵詞) 知識空間zh_TW
dc.subject (關鍵詞) 專屬性資產投資zh_TW
dc.subject (關鍵詞) 跨組織學習zh_TW
dc.subject (關鍵詞) outsourcing scopeen_US
dc.subject (關鍵詞) prior knowledgeen_US
dc.subject (關鍵詞) knowledge spaceen_US
dc.subject (關鍵詞) Asset Specific Investmenten_US
dc.subject (關鍵詞) Inter-Organization Learningen_US
dc.title (題名) 知識空間、專屬資產投資、跨組織學習與代工績效關聯性之研究－以通訊代工廠商為例zh_TW
dc.title (題名) The research of relationships among knowledge space, asset specific investment, inter-organization learning and performance of outsourcing - a case study of communication subcontractorsen_US
dc.type (資料類型) thesisen
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