資訊系統開發是一個知識密集的流程，並且被視作一種社會化的跨知識領域活動，而這樣跨知識領域的活動往往能在企業中帶來創新，並建立組織的競爭優勢。隨著資訊系統開發知識多元性的提升，語法、語意、語用三種不同層級的知識疆界也依序浮現，並從不同的層級降低了專案績效與產品品質。為了解決以上問題，我們遵循了一個構面發展的方法論，實務的辨認重要的知識疆界跨越流程、角色與元件，並透過問卷法探討他們對不同層級的知識疆界跨越造成的影響，我們更進一步的評估各層知識疆界績效對專案績效與產品品質的直接與調節關係。我們的發現強調了「語法和語意層級的知識疆界跨越績效」對「語用層級知識跨越績效」的直接影響，以及對於其和專案績效間的調節影響，除此之外，也檢驗了各層級知識疆界跨越績效對專案績效與產品品質的直接影響。同時，我們也辨認了對不同階層的知識疆界跨越績效有顯著影響的十八個流程、七個角色以及十個元件。我們對學術的貢獻在於分層探討各層的知識疆界跨越績效，與專案績效與產品品質之間直接與調節的關係，此外，透過正式的構面建構方法，我們所建立的關鍵知識疆界跨越活動也能作為往後研究的參考。對於實務方面，我們建立的模型可作為資訊系統開發專案團隊成員在面對知識疆界所造成的問題時，參考並解決的依據，以提升專案績效與產品品質。

Information system development (ISD) is a knowledge intensive process and is being taken as a socialize cross-disciplines collaboration that not only brings up innovations, but also create competitive advantage of the organization. However, different layers of knowledge boundaries (syntactic, semantic, pragmatic) arise with the knowledge diversity of the ISD project and further lowers the project performance and product quality in corresponding aspects. To solve the problems, we follow a construct development methodology to empirically identify the critical knowledge boundary spanning (KBS) processes, roles and objects for different layers of knowledge boundary, examine their influences to the effectiveness of corresponding KBS, and further assess the direct and moderating relationships from KBS effectiveness to project performance and product quality all through a questionnaire survey. Our findings highlights the support of syntactic and semantic KBS effectiveness to pragmatic KBS effectiveness on directly or moderately enlarge its effects on project performance, and their direct influences on product quality and project performance. Also, eighteen processes, seven roles and ten objects are identified as critical KBS activities that have significant influences on corresponding layers of the KBS effectiveness. For academic applications, we not only split up the layers of KBS effectiveness and examine their direct and moderating effects to ISD performance, but also offer categorized KBS activities under a formal construct development methodology for future studies. For practical implications, we offer a model for ISD team members to refer to for solving their knowledge boundary issues and increase their project performance and product quality.

1 Introduction 1
2 Theoretical Foundation Literature Review 7
2.1 Knowledge Boundary 7
2.1.1 Syntactic 7
2.1.2 Semantic 8
2.1.3 Pragmatic 9
2.2 Knowledge Boundary Spanning Activities 11
2.2.1 Process 12
2.2.2 Role 16
2.2.3 Object 18
3 Research Analysis 22
3.1 Research Design 22
3.1.1 Constructs Developing Method 23
3.1.2 The Formative Measures 27
3.1.3 Developing Constructs 28
3.2 Research Model 36
3.3 Subject 41
3.3.1 Sampling 41
3.3.2 Demographic Analysis 42
3.4 Constructs and Measurements 44
3.4.1 Non-Response Bias 45
3.4.2 Questionnaire Internal Reliability 46
3.5 Measurement Model 48
3.5.1 Common Method Variance 48
3.5.2 Reliability and Validity 51
4 Analysis and Discussions 62
4.1 Data Analysis 62
4.2 Discussion 66
5 Conclusions and Implications 69
5.1 Conclusions 69
5.2 Academic Applications 73
5.3 Practical Implications 73
5.4 Limitations and Suggestions for Future Study 75
6 References 77
7 Appendix 82
7.1 The Complete List of Measurements 82
7.2 Questionnaire 84

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