知識管理策略與內涵應用在教育行政機關之研究

A Study of Knowledge Management Strategy and Connotation in Educational Administration Institution

本研究之目的為檢視知識管理在教育行政機關實施之現況，探討教育行政人員對知識管理感受之差異，探討知識管理層面各因素之相關性，及根據實證研究結果針對知識管理在教育行政機關的應用，提出具體可行的建議。本研究之對象為高雄（縣）市、臺南（縣）市、嘉義（縣）市、屏東縣等南部七縣市之教育行政機關的教育行政人員為取樣範圍，共抽取701人，正式問卷調查共取得475份有效樣本。本研究重要結論為：（一）教育行政人員對知識管理之認知已具初步基礎；（二）中生代、研究所、非主管及非高雄市的教育行政人員在知識管理策略之知覺較低；（三）年長者、研究所、主管、非高雄市的教育行政人員對知識管理內涵之認知較不理想；（四）知識管理策略對知識管理內涵有顯著預測作用；（五）知識管理策略呈現多元互動的支援網路，並對知識管理內涵有顯著之影響力。

This research aims to inquire into how the Knowledge Management (KM) is applied to the educational administration institution in southern Taiwan. In order to do so， 475 valid questionnaires are analysed by way of one-way ANOVA， Regression， and Path-analysis. The research findings are as follows:(1) Educational administration officers have reached fundamental KM reception.(2) Educational administration officers in their mid-ages， with Masters or Doctor degrees， not at management levels， or working in organizations outside Kaohsiung City all show lower perception of the KM strategies.(3) Educational administration officers in their old-ages， with Masters or Doctor degrees， at management levels， or working in organizations outside Kaohsiung City all show poor recognition of the connotation of KM.(4) The KM strategies provide remarkable predictability for the connotation of the KM.(5) Given their remarkable influences on the connotation of the KM， the KM strategies demonstrate themselves interactive and diverse networks.