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系統識別號 U0026-2608201116322500
論文名稱(中文) 透過激勵機制整合成員行為職能多樣性達成雙面兼備創新:以開放式創新學生競賽團隊為例
論文名稱(英文) Integrating Behavioral Competence Diversity to Achieve the Ambidexterity of Innovations through Motivation Mechanism: The Case of Student Competition Teams in Open Innovation
校院名稱 成功大學
系所名稱(中) 國際企業研究所碩博士班
系所名稱(英) Institute of International Business
學年度 99
學期 2
出版年 100
研究生(中文) 王漢賓
研究生(英文) Han-Bin Wang
電子信箱 abibi0309@gmail.com
學號 R66981138
學位類別 碩士
語文別 英文
論文頁數 78頁
口試委員 指導教授-陳淑惠
口試委員-張淑昭
口試委員-余明助
口試委員-鄭文英
中文關鍵字 開放式創新團隊  行為職能多樣性  激勵機制  雙面兼備創新 
英文關鍵字 Open Innovation Team  Behavioral Competence Diversity  Motivation Mechanism  Ambidexterity of Innovations 
學科別分類
中文摘要 企業創新不再只是依賴企業內部人員的創意、專業知識與技能,也從外部獲取為企業所適用的創意、技術、知識與專利,並進行整合以達成更有效率的創新,這種創新的新做法稱之為開放式創新。雙面兼備創新的企業能夠同時成就探索性創新與開發性創新以達到企業永續經營。其中,探索性創新是指運用新知識以創造新的技術或競爭力;而開發性創新則為強化現有的技術與競爭力,以改善現有的設計與提升銷售效率。為加速企業創新速度,企業從外部獲取專業人才,成立所謂的開放式創新團隊。雖然開放式創新團隊擁有多元的行為職能使創新團隊更輕易達成創新的目標,但是團隊人員的多樣性反而會提高團隊人員之間的衝突,因此輔以激勵機制有效整合團隊人員使其更輕易達成創新。
本研究利用判斷抽樣方法以問卷的方式,對主要參與學生創新競賽的台灣學生進行發放。共回收有效樣本數為188份,以探討開放式創新學生團隊「行為職能多樣性」、激勵機制之「共享目標」、「獎賞」、「信任」、「自我效能」與「雙面兼備創新」之關係。研究結果顯示開放式創新學生團隊行為職能多樣性的程度越高,對於達成雙面兼備創新的程度越高;開放式創新學生團隊的行為職能多樣性與共享目標、獎賞、信任和自我效能皆有正向關係。在團隊中,學生團隊擁有越高程度的行為職能多樣性,團隊整體展現的共享目標程度、獎賞程度、信任程度與自我效能程度也就越高。在激勵機制的研究上,共享目標與自我效能確實能夠整合行為職能多樣性達成雙面兼備創新;獎賞與信任則無法有效整合行為職能多樣性達成雙面兼備創新。
英文摘要 For innovations, company not only depends on ideas, expertise, and skills from staffs, but also acquires adequate ideas, technologies, and knowledge from outside. This method is called as open innovation. The ambidexterity represents that company can generate exploratory and exploitative innovations simultaneously. More and more companies try to acquire other expertise to set up the open innovation team. Although open innovation team possesses various behavioral competences to achieve innovation easily, the diversity of people also increases the conflicts between members. Hence, motivation mechanism may be used to integrate these people for better innovations.
This study adopted judgmental sampling to survey students who participated in the innovative competitions for exploring the relationships between behavioral competence diversity, motivation mechanism such as shared goals, reward, trust, and self-efficacy, and the ambidexterity of innovations. The findings are as following: more degree of behavioral competence diversity the open innovation student team possesses, more degree of the ambidexterity of innovations can be achieved; behavioral competence diversity has positive relationships with shared goals, reward, trust, and self-efficacy. In the examination of motivation mechanism, shared goals and self-efficacy show functionally to integrate behavioral competence diversity to achieve the ambidexterity of innovations; reward and trust didn’t show to be the significant functions as to integrate behavioral competence diversity to achieve the ambidexterity of innovations.
論文目次 摘要 I
ABSTRACT II
誌謝 III
TABLE OF CONTENTS IV
LIST OF TABLES VII
LIST OF FIGURES IX
CHAPTER ONE INTRODUCTION 1
1.1 Research Motivation 1
1.2 Research Purpose 2
1.3 Research Procedure 4
CHAPTER TWO LITERATURE REVIEW 5
2.1 Open Innovation Team 5
2.2 Behavioral Competence Diversity in Open Innovation 7
2.2.1 The Category of Competence 7
2.2.2 Behavioral Competence Diversity 9
2.3 The Ambidexterity of Innovations 11
2.3.1 Exploratory Innovation 12
2.3.2 Exploitative Innovation 13
2.4 Motivation Mechanism 14
2.4.1 Shared Goals 15
2.4.2 Reward 16
2.4.3 Trust 17
2.4.4 Self-Efficacy 19
CHAPTER THREE METHODOLOGY 21
3.1 Introduction to Open Innovation Student Team Competitions 21
3.1.1 Promote the development of industry 21
3.1.2 Improve the competitiveness of company 22
3.2 Conceptual Structure 24
3.3 Operationalization 24
3.3.1 Behavioral Competence Diversity 25
3.3.2 Shared Goals 25
3.3.3 Reward 26
3.3.4 Trust 27
3.3.5 Self-Efficacy 28
3.3.6 Exploratory Innovation 29
3.3.7 Exploitative Innovation 29
3.4 Research Design and Sampling 30
3.5 Data Analysis Method 30
CHAPTER FOUR RESEARCH RESULT 32
4.1 Response of Surveys 32
4.2 Descriptive Statistics Analysis 32
4.2.1 The Profile of Respondent 33
4.2.2 The Profile of Team and Competition 35
4.2.3 The Descriptive Statistics of Constructs 36
4.3 Exploratory Factor Analysis 41
4.3.1 EFA of Behavioral Competence Diversity 41
4.3.2 EFA of Shared Goals 42
4.3.3 EFA of Reward 43
4.3.4 EFA of Trust 43
4.3.5 EFA of Self-Efficacy 44
4.3.6 EFA of Exploratory Innovation 45
4.3.7 EFA of Exploitative Innovation 45
4.4 Confirmatory Factor Analysis 46
4.4.1 Reliability Analysis 46
4.4.2 Validity Analysis – Convergent Validity 47
4.4.3 Validity Analysis – Discriminant Validity 49
4.4.4 Model Fit of CFA 49
4.5 SEM – Path Analysis and Hypotheses Test 51
4.5.1 Examination the Relationship between Behavioral Competence Diversity and Ambidexterity of Innovations 52
4.5.2 Examination of Mediating Role of Motivation Mechanism – Shared Goals 52
4.5.3 Examination of Mediating Role of Motivation Mechanism – Reward 54
4.5.4 Examination of Mediating Role of Motivation Mechanism – Trust 55
4.5.5 Examination of Mediating Role of Motivation Mechanism – Self-Efficacy 56
CHAPTER FIVE CONCLUSION AND SUGGESTION 60
5.1 Research Conclusion 60
5.1.1 Behavioral Competence Diversity & Ambidexterity of Innovations 61
5.1.2 Motivation Mechanism – Shared Goals 61
5.1.3 Motivation Mechanism – Reward 62
5.1.4 Motivation Mechanism – Trust 62
5.1.5 Motivation Mechanism – Self-Efficacy 63
5.2 Theoretical Implication 63
5.3 Practical Implication 64
5.4 Research Limitation 65
5.5 Suggestion for Further Research 66
REFERENCES 67
APPENDICES 71
Appendix 1: Formal Questionnaire 71
Appendix 2: Interview Questionnaire 75
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