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系統識別號 U0026-0807202023323300
論文名稱(中文) 探討虛擬社群協同學習實務對專案範疇適當程度之關鍵影響因素
論文名稱(英文) Investigating the Effects of the Key Factors of Virtual-Community-Based Collaborative Learning Practices on the Level of Appropriateness of Project Scope
校院名稱 成功大學
系所名稱(中) 經營管理碩士學位學程(AMBA)
系所名稱(英) Advanced Master of Business Administration (AMBA)
學年度 108
學期 2
出版年 109
研究生(中文) 陳怜君
研究生(英文) Ling-Jiun Chen
學號 RD6064047
學位類別 碩士
語文別 英文
論文頁數 106頁
口試委員 指導教授-王維聰
口試委員-何淑君
口試委員-陳信宏
中文關鍵字 協同學習  結構式互動  專案範疇  專案管理  學習共同體 
英文關鍵字 Collaborative Learning  Structuring Interaction  Project Scope  Project Management  Learning Community 
學科別分類
中文摘要 產業快速發展,越來越多公司使用專案管理作為營運的方式或執行專案,但常常因為團隊成員們缺乏經驗,造成專案範疇潛變進而增加公司成本。隨著科技的進步,已有相關研究發現協同學習系統可以提升專案管理的培訓成效。因此,本研究以案例協同式學習系統(CCLS),探討協同學習(CL)的關鍵影響因素,即目標、個人責任和結構式互動,哪一項對於專案範疇的準確性、完整性及代表性有顯著影響;以及目標是否對個人責任有顯著影響。

受訪者瀏覽了CCLS,並回答二十三個研究問項,一共收集了將近兩百份的問卷,其中包含前測的三十份以及一百五十二份有效問卷。使用結構方程模式偏最小平方法分析發現,當目標越明確,個人責任則越清楚;目標對完整性及代表性皆有正面影響;此外,加強結構式互動可助於提高準確性;但個人責任卻對代表性沒有正面影響。因此,此研究建議,如果專案的WBS(代表性)與員工KPI(個人責任)會有關聯,管理層應考慮兩者制訂的時機並與時更新。此外,來自不同年齡階段的人對CL的看法各異。因此,員工培訓及其策略也應端看不同群體而設計。三十歲以下的受試者認為,結構式互動可以提升專案範疇的完整性;但年齡區間在三十一到三十五歲之間的人則認為,結構式互動幫助他們更加全面地了解專案範疇的代表性。
英文摘要 According to recent studies, many companies suffer from the project scope creep and cannot but to shoulder the burden because of members without the experiences. Thanks to the development of information technology, people can now utilize collaborative learning systems to enhance training in project management. Thus, the study investigates the critical factors in collaborative learning (CL), namely, goal, individual accountability, and structuring interaction in the form of the case collaborative learning system (CCLS) to explore the influence on the appropriateness of the project scope, precision, completeness, and representativeness.

Over 200 interviewees browsed the CCLS and replied to the questionnaire with 23 research items. The research utilized 30, for the pre-test, plus 152 valid responses through PLS-SEM. It found that more specific the goal is, more individual accountability people tend to demonstrate; the goal has a positive influence on the completeness and representativeness; besides, enhancing the structuring interaction could be helpful for precision. However, individual accountability has no positive influence on representativeness. Therefore, the study recommends that if WBS (representativeness) links with KPI (individual accountability), management should consider the timing of the formulation, and update KPI for the same business purpose.

Additionally, the study also reports that people from different age groups have various views on CL; thus, training and development strategies should adapt to each group. The subjects under 30 years of age argued that structuring interaction could enhance the completeness instead of the representativeness. On the contrary, the people from the age group, 31-35 years, opined the opposite. Collaborative learning is helpful for them in understanding the representativeness comprehensively.
論文目次 ABSTRACT I
TABLE OF CONTENTS II
LIST OF TABLES V
LIST OF FIGURES VII
CHAPTER ONE INTRODUCTION 1
1.1 Research Background 1
1.1.1 Project Management 1
1.1.2 Online Collaborative Learning System 2
1.2 Research Motivation 5
1.2.1 Practice of Project Management Nowadays 5
1.2.2 From the Perspective of Project Management Professionals 8
1.2.3 Research Gap on Collaborative Learning in Project Management 9
1.3 Research Purpose 10
CHAPTER TWO LITERATURE REVIEW 12
2.1 Research on Cooperative Learning and Collaborative Learning 12
2.2 Factors in Collaborative Learning 15
2.2.1 Goals 16
2.2.2 Individual Accountability 17
2.2.3 Structuring Interaction 19
2.3 Appropriateness of Project Scope 19
2.3.1 Precision 21
2.3.2 Completeness 22
2.3.3 Representativeness 23
2.4 Summary 24
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 25
3.1 The Research Model 25
3.2 The Research Hypotheses 27
3.2.1 Goals and Individual Accountability 27
3.2.2 Factors of Collaborative Learning and Appropriateness of Project Scope 27
3.3 System Introduction 32
3.3.1 System Architecture 32
3.3.2 System Interface 34
3.4 Questionnaire Design 37
3.4.1 Goals 40
3.4.2 Individual Accountability 41
3.4.3 Structuring Interaction 42
3.4.4 Precision 42
3.4.5 Completeness 43
3.4.6 Representativeness 44
3.5 Pretest of the Questionnaire and Data Collection 46
3.5.1 Measurement Model Test 46
3.5.2 Data Collection 50
3.6 Data Analysis Method 51
3.6.1 Measurement Model Test 51
3.6.2 Structure Model Test 52
CHAPTER FOUR RESEARCH RESULTS 54
4.1 Descriptive Statistics 54
4.1.1 The Result of the Questionnaire 54
4.1.2 The Questionnaire of Basic Data 55
4.1.3 Descriptive Statistics of Research Items 61
4.1.4 Normality Test of Research Item 62
4.2 Reliability Analysis 65
4.3 Structural Equation Modeling 67
4.4 Path Analysis and Hypothesis Test 69
4.5 Analysis Result 71
4.5.1 Collaborative Learning of Individual Accountability 72
4.5.2 Appropriateness of Precision of Project Scope 73
4.5.3 Appropriateness of Completeness of Project Scope 73
4.5.4 Appropriateness of Representativeness of Project Scope 74
CHAPTER FIVE CONCLUSION AND SUGGESTION 76
5.1 Contribution of Academics 77
5.2 Contribution of Practices 79
5.2.1 Between Collaborative Learning and Appropriateness of Project Scope 79
5.2.2 The Difference in Generation Gap 80
5.3 Research Limitation and Future Study 82
5.3.1 Research Limitation 82
5.3.2 Future Study 83
REFERENCES 85
APPENDIX 1 TEN KNOWLEDGE AREAS IN THE PMBOK 93
APPENDIX 2 QUESTIONNAIRE IN PC VERSION 94
APPENDIX 3 QUESTIONNAIRE IN MOBILITY VERSION 99
APPENDIX 4 CASES COLLABORATIVE LEARNING SYSTEM (CCLS) 106
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