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系統識別號 U0026-1707201200571000
論文名稱(中文) 競爭環境中補教業之顧客關鍵考量因素
論文名稱(英文) Critical Customers’ Concerns with Buxiban’s Service in A Competitive Environment
校院名稱 成功大學
系所名稱(中) 國際經營管理研究所碩士在職專班
系所名稱(英) Institute of International Management (IIMBA--Master)(on the job class)
學年度 100
學期 2
出版年 101
研究生(中文) 劉吉雄
研究生(英文) Chi-Hsiung Liu
學號 RA7994053
學位類別 碩士
語文別 英文
論文頁數 103頁
口試委員 召集委員-韋耶倫
口試委員-林豪傑
指導教授-鄭至甫
中文關鍵字 AMC觀點  補習班  DANP  顧客關鍵考量  競爭環境  改進策略 
英文關鍵字 AMC perspective  Buxiban  DANP  Critical customers’ concerns  Competitive environment  Improvement strategy 
學科別分類
中文摘要 補習班是大部分台灣人的共同記憶。在低生育率及高度競爭的環境下,補習班仍然持續成長。父母在升學導向的壓力下依然選擇補習班的加強課程,所以對補教市場而言,是危機也是轉機。
察覺、動機及能力(Awareness-Motivation-Capability, AMC)觀點應用在本研究中定義補習班的競爭市場,發覺補習班所扮演角色對社會所提供的功能並經由文獻探討找出補習班本身的硬體層面的能力及軟體層面的能力。
本研究以決策實驗法(Decision Making Trial Evaluation Laboratory, DEMATEL)為基礎結合分析網絡程序法(Analytic Network Process, ANP)的DANP理論進行探討,問卷調查經過分析後,所得到的補教業顧客關鍵考量因素的權重依序為:教學品質:教學效能、教學技巧、班級管理;硬體設施:配備、設備;品牌形象:聲望、合理收費;行政管理:工作效率、服務態度、風險管理;整體環境:室內環境、周圍環境、交通;人力資源:教師、行政人員,依據這些發現對補習班提出改進的策略。
英文摘要 Buxiban (cram school, supplementary school or after-class school) is the most common memory of people in Taiwan. Buxiban is still growing under the low birth rate and it has highly competitive environment. Parents and students are still choosing the intensive classes of buxiban under the exam-oriented pressure; so the market is the risk and also the opportunity.
The Awareness-Motivation-Capability (AMC) perspective is applied in this research to identify the competitive environment to buxiban, to discover buxiban’s motivation to play its role and provide its service to the society, and to find out the tangible and intangible capabilities of buxiban itself through the literature review.
The DEMATEL (Decision Making Trial Evaluation Laboratory)-based ANP (Analytical Network Process) is used to get DANP results and the weight ranking of critical customers’ concerns with buxiban’s service. There are six dimensions and fifteen criteria in MCDM (Multiple Criteria Decision Making) framework and the ranking is following: Teaching Quality: Teaching efficiency, professional skills and class management; Hardware: Equipment and facilities; Brand Image: Reputation and reasonable tuition; Administrative Management: Working efficiency, serving attitude and risk management; Entity Environment: Indoors, surroundings and transportation; Human Resource: Teachers and administrators.
論文目次 ABSTRACT I
ACKNOWLEDGEMENTS Ⅲ
TABLE OF CONTENTS Ⅳ
LIST OF TABLES Ⅶ
LIST OF FIGURES Ⅷ
CHAPTER ONE INTRODUCTION 1
1.1 Research Background. 1
1.1.1 Low Birth Rate and High Competition in Buxiban Industry. 1
1.1.2 Not only Survive but also Well Manage in the Educational Industry. 2
1.2 Research Motivation. 3
1.3 Research Objectives. 5
1.4 Research Procedure. 5
CHAPTER TWO LITERATURE REVIEW 8
2.1 Theoretical Foundation View: Awareness-Motivation-Capability (AMC) Perspective. 8
2.2 Awareness Perspective: Competitive Environment. 12
2.1.1 Related Study of Low Birth Rate. 12
2.2.2 High Competition of Buxiban. 14
2.3 Motivation: How to Survive and to Manage Well. 21
2.3.1 The Role of Buxiban. 22
2.3.2 Related Study of Service. 26
2.3.3 Related Study of Customers’ Satisfaction. 28
2.3.4 Related Study of Customers’ Loyalty. 30
2.4 Capabilities of Buxiban. 32
2.4.1 A Good Strategy, Well-Designed and Well-Developed Strategy. 32
2.4.2 How Capability Affects Buxiban. 33
2.4.3 Buxiban’s Tangible Capabilities. 35
2.4 4 Buxiban’s Intangible Capabilities. 37
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 40
3.1 DEMATEL Criteria and MCDM Framework 40
3.2 Research Method. 43
3.3 Research Design and Procedure. 50
3.4 Sampling. 52
CHAPTER FOUR RESEARCH RESULTS 55
4.1 DEMATEL Results. 55
4.2 DANP Results. 59
4.2.1 Explanation of DANPR Results and Ranking. 63
4.3 Other Findings. 65
CHAPTER FIVE CONCLUSION AND SUGGESTIONS 67
5.1 Discussion. 67
5.2 Conclusion. 71
5.3 Research Contribution. 73
5.3.1 AMC Perspective of buxiban. 73
5.3.2 Improvement Strategy. 74
5.4 Academic and Managerial Implications. 74
5.5 Research Limitations and Future Direction 76
REFERENCES 78
APPENDICES 84
Appendix 1: Survey Questionnaire (English) 84
Appendix 2: Survey Questionnaire (Chinese) 94
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