中文摘要

本研究旨在探討校園網路化後，學校組織運作及知識分享所受到的影響，並進行整體之概述。研究者採用訪談法，以個案研究為例，透過對個案內部資料及組織工作成員的訪談分析蒐集資料，研究結論如下：
一、組織成員以每年輪調職務方式進行重整，調整職務會有提高工作效率的期待。而組織成員也意識到科技進步對於組織重整的必要性。
網路科技時代的到來，資訊科技融入學校行政作業後，行政運作中的知識分享相對的重要。其二組織內部工作職務之分配平均與否，組織成員長期產生疑慮。組織重整首要將組織架構及職務重新規劃，並融入校園網路科技，成員職務以輪調方式調整。
二、校園網路化後，給使用者帶來諸多的衝擊。也體認到組織要不斷的學習，而這些衝擊是永遠存在。
研究者研究的個案，經歷了校園網路化後，校內建置了教學網站、數位典藏多媒體資料庫、成績登錄系統、線上題庫系統…等，而隨科技的進步，行政支援教學的需要，新的網路作業系統也將隨之加入，重新建構組織學習。研究資料分析，網路化後學校組織成員有比較正面評價。
三、組織學習應由學校主導，組織成員需要專業技術幕僚為後盾。
學校行政工作者對於網路科技有排斥心理，少有組織成員主動學習相關新知。校園網路化後，組織成員更要積極地適應，尤其是組織重整後，成員更要熟悉組織中任何工作。研究分析得知學習要能從下到上反映成員的需求，才能有效建構組織學習的效能。
四、組織重整後，隨著組織成員的輪調，電腦設備留於原處是分享的有效機制。
校園網路化後，知識分享更為容易。但是組織如果沒有建置強而有力的機制，即使網路科技發達，也是無法達到知識完全分享的功能。利用此一有力的分享方式，分享電腦內部的相關系統、資訊，隱性知識。

關鍵字：校園網路化、組織重整、知識分享

A Case Study on Campus Networking Reorganization and Knowledge Sharing

Abstract
The study is to discuss how a school’s organization operation and knowledge sharing will be affected after campus networking and to conduct an overview. With the interview method, the researcher presents a case study as an example and captures conclusion as follows by collecting the case’s interior data and the interview analysis of the organization’s members:
1. The organization's members are rotated on an annual basis to different positions, and the rotation will elevate work efficiency while the members also acknowledge the essentiality of technology advancement for reorganization.
As Internet technology has been the main stream in many application areas, knowledge sharing among administration operations becomes comparatively important after information technology is incorporated into a school’s administrative processes. Next, the members have long been much concerned about the work distribution in the interior of the organization. Reorganization is mainly focused on organization restructuring and work redistribution plus incorporates Internet technology into campus; the work of the members is regulated by rotation.
2. Campus networking has a greater impact on users, and these users recognize that the impact will never disappear unless the organization keeps on learning.
In the case provided by the researcher, the school has implemented teaching websites, Digital Archives for Multimedia Database, grade registration system, and on-line test systems etc., after campus networking. Following the technology advances, the needs for teaching support from administrative departments and new campus operating systems will be subsequently incorporated to reconstruct the organization's learning. The study’s data analysis demonstrates favorable assessment of the school organization's members after campus networking.
3. The organization's learning should be directed by school and the organization's members should be backed by professional technology assistants.
School administration staff always rejected Internet technology mentally and rarely learnt new knowledge initiatively. After campus networking, the organization's members proactively adapt themselves to the change. Particularly after reorganization, the members are much more familiar with their work in the organization. From the study analysis we may understand effective organization’s learning performance will only be obtained if the members' demands for learning can be reflected bottom-up.
4. The computer facilities remaining in the same place are regarded as a valid knowledge sharing mechanism after reorganization and following the rotation of the organization's members.
Knowledge sharing turns to be easier after campus networking. However, if the organization fails to establish a powerful mechanism, thorough knowledge sharing will never be achieved, irrespective of the well-developed Internet technology. The study unveils that, after reorganization, the computer facilities in use remain in the same place despite member rotation. By way of such a powerful sharing approach, the related systems, information, tacit knowledge in the computer would be completely shared among all.

Keyword: Campus networking; Reorganization; Knowledge sharing

參考文獻
壹、中文部分
王如哲（2000）。知識管理的理論與應用：以教育領域及其革新為例。
台北：五南。
石滋宜（1997）。競爭力手冊。台北：天下文化。
伍忠賢、王建彬（2001）。知識管理策略與實務。台北：聯經。
何文斌 (2001)。國小行政人員網路素養對行政網路資訊系統接受度之研究一以台南市為例。臺南師範學院國民教育研究所碩士論文。
李祐榮（2002）。知識管理系統接受度影響因素之研究。國立中山大學資訊管理研究所碩士論文。
李淑華（2001）。知識共享型組織。台北：商周出版。
林東清（2003）。知識管理。台北：智勝。
林海青（2000a）。教育與人力發展。高雄：復文。
柯志哲 (2002) 。新型態組織理論與設計。中山大學人力資源管理所課程講義。
黃光雄、簡茂發（2000）。教育研究法(七版) 。台北：師大書苑。
黃淑卿（2002）。國民中學行政組織再造之研究。國立中山大學教育研究所教師在職碩士學位班碩士論文。
張明輝（1998）。學校行政改革專輯。台北市：師大。
張明輝 (1999a)。企業組織的革新對學校組織再造的啟示。教師天地，97，10-16。
張明輝 (1999b)。營造學習型學校。教育資料與研究，27，l-8。
張玉文（2000）。知識管理。台北：天下文化。
黃富順 (2000) 。學習型組織緣起、意義、特性與實施。台灣教育，593,16-25。
陳錦麗 (1998) 。公務倫理與行政生產力關係之研究-以經濟部暨所屬行政機關為例。國立中山大學公共事務管理研究所碩士論文。
趙美聲 (2002)。遠距教育系統觀。高雄：麗文。
蔡秀華 (2002)。大學體育管營運績效指標之個案研究─以國立台灣大學綜合體育館為例。國立台灣師範大學體育學糸碩士論文。
謝清佳（2003）。知識管理。台北：智勝。

貳、英文部分
Bontis, N. (1998). Intellectual capital: An exploratory study that develops
measures and models. Management Decisio, 36 (2) , pp.63-76.
Bostrom, R.T. (1989). Successful Application of Communication Techniques
to Improve the System Development Process. Information & Management
8(16), pp.279-295.
Brooking, a., (1996). Intellectual Capital, London:International Thomason
Business Press.
Casio, W.F. (1993). Downsizing: What do we know? What have we learned?
Academy of Management Executive, 7 (1) , pp.95-106.
Choo, C. (1994). An Integrated Information Model of Organization: The Knowing
Organization.
Davenport, T. and Prusak, L. (1998). Working knowledge : How organizations
manage what they know. Boston: Harvard Business School .
Davenprot, T.H. (1999). Delong, D & Beers, M., Successful knomledge
management projects. Sloan Management Review,39, pp.43-57.
Drucker, P.F (1993). Post-capitalis Society. New York: Harper Business.
Fishbein, M. and Ajzen, I., (2000). Belief, Attittude, Intentions and Behavior:
An Introduction to Theory and Research, Boston, MA, Addison-Wesley.
Leonard-Barton, D., (1995). Wellsprings of Knowledge : Building and Sustaining
the Source of Innovation, Boston: Harvard Business School .
Long, D. D., T. Davenprot & M. Beers. ( 1997 ). Research Note: What is a
knowledge management project ?
Marquardt, M.J. & G.Kearsley. (1999). Technology-based Learning:
maximizing human performance and corporate success.(ED425354).
Merali, Y., (2001). Building and developing capabilities: A cognitive congruence
framework, in R. Sanchez (ed.), Knowledge Management and
Organizational Competence, New York: Oxford University .
Nonaka, I., (1994). A Dynamic Theory of Organizational Knowledge Creation,
Organization Science , 5(10), pp.14-37.
O’Dell, C. and Grayson, C. Jr.,(1998). If only we knew what we know:
Identification and transfer of interal best practices, Caiifornia Management
Review,40(3),pp.154-174.
PLAUT International Management Consulting (2000). A Guide to Successful
Knowledge Management. Middle-sex:PLAUT International Offices.
Probst, G.J.B. (1987). Selbst-Organisation:Ordnungsprozesse in sozialen
Systemen aus ganzheitlicher Sicht, Berlin, Hamburg: Parey.
Senge, P. (1994). The Fifth Discipline: The art and practice of the learning
Organization.New York: Doubleday.
Steward, T.A., (1997). Intellectual Capital: The New Wealth of Organization.
New York: Doubleday Dell Publishing Group.