摘　　要

由於全球經濟變遷及市場競爭壓力日漸升高，以往產品導向的企業經營策略逐漸轉變為顧客導向，而如何在競爭激烈的環境中提升企業競爭力並將客戶的要求反應於公司內並落實，達成公司與客戶間的良好互動，就變成是一項相當重要的工作。因此在組織中負責與外部環境互動的疆界跨界人，地位也就越來越重要。

過去對於疆界跨界人的研究多集中於以量化方式探討跨界疆界人的技術成熟度、適性量表效度及與組織文化間的績效關係等等。本研究採取敘說探究的方式，以電子業客服工程師為例，從疆界跨界人本身的角度出發，希望能提供另一個觀察疆界跨界人的觀點。

研究結果得知疆界跨界人的工作具有、進入實作層次才能有效學習、情境學習引發調適行為、以低姿態調適角色衝突與調適行為不利持續學習及挑戰公司管理等多項因素。希望能將此一研究結果提供予學界和企業界做為後續研究及教育訓練的參考，同時也能對同屬客服工程師的人們在工作上有所啟發，鼓舞他們在職位上做出更多貢獻。

ABSTRACT

　　With the global economic change and rising pressure of market competition, product-oriented business trend changed into customer-oriented gradually. It becomes an important task about how to enhance the competitiveness of enterprises, response the requirement from customer, and making better interaction with customer. Therefore, the role of boundary spanner has become more and more important for organization.

The past research of boundary spanner almost focus on the quantitative research method of personal managerial skills of boundary spanner, validity and verification for boundary spanner personal scale and the performance between boundary spanner and organization. This research adopts the narrative method, taking customer service engineer as example, Start from the borders of boundary spanner, hoping to provide another observation of boundary spanner.

The result of research indicates that there are four features of the work of boundary spanner : Practice bring efficient learning, Situated learning lead adaptive behavior, Low profile adapt role conflict and adaptive behavior is negative to continued learning and challenge the management of company. Hope these results could be the reference of academic continued research and company training. Also hope these result could be the inspiration of other customer service engineer and encourage them to make more contributation on their job.

目 錄
頁數
謝辭…………………………………………………………I
中文摘要……………………………………………………II
英文摘要 …………………………………………………III 目 錄 ……………………………………………… IV
表 目 錄…………………………………………………… V
圖 目 錄…………………………………………………… V

第一章 緒論………………………………………………1
第一節 研究背景與動機 …………………………… 1
第二節 研究目的 ……………………………… 3
第二章 文獻探討…………………………………………4
第一節 疆界跨界人 …………………………………4
第二節 情境學習………………………………………9
第三節 角色衝突 ……………………………………12
第四節 調適行為 … …………………………… 17
第三章 研究方法 ………………………………………21
第一節 敘說探究 ……………………………………21
第二節 研究設計 ……………………………………25
第四章 研究個案 ………………………………………29
第一節 故事背景……………………………………29
第二節 客服工程師Charles工作的一天 …………32
第三節 故事分析……………………………………65
第五章 結論與建議 …………………………………73
第一節 研究結果 ……………………………………73
第二節 管理意涵與研究建議 ……………………76
第三節 研究反省……………………………………78
參考文獻 ………………………………………………80

一、中文文獻
1. AYLAND & COLE，邱振儒譯，1999，客戶關係管理，初版，台北 : 城邦出版社。
2. Clandinin & Connelly, 蔡敏玲、徐曉雯譯，2003，敘說探究:質性研究
中的經驗與故事，台北 : 五南出版社。
3. Neuman,W. L.，朱柔若譯，1997，會研究方法-質化與量化取向，台北 : 揚智出版社。
4. Riessman, C.K., 1993, 王勇智、鄧明宇譯，2003，敘說分析，台北 : 五南
出版社。
5. Schutz, 著，盧嵐蘭譯，1991，社會世界的現象學，台北：桂冠。
6. Robbins, 李青芬、李雅婷、趙慕芬合譯，1994，組織行為學，6th：華泰
7. 王文科，1994，質的教育研究法，1994，台北：師大書苑。
8. 朱則剛，1994：「建構主義知識論與情境認知的迷思—兼論其對認知心裡學的意義」，教學科技與媒體，2期，3-14。
9. 宋鎮照，1997，社會學，台北；五南出版社。
10. 林韶怡，2007，敘說探究創業歷程 : 複雜調適系統觀點。未出版碩士論文，國立中山大學。
11. 林清江，1971，「教師角色理論與師範教育改革動向之比較研究」，師
大教育研究所集刊，13期。
12. 幸曼玲，1995，當前兒童發展理論與研究對教育的啟示。教育資料與研究，4 期，頁2-13。
13. 胡幼慧，2001，質性研究－理論方法及本土女性研究實例，2001，台北：巨流圖書。
14.徐新逸，1996，情境學習對教學革新之回應。研習資訊，15（1），16-24。
15.陳向明，2002，社會科學質的研究，2002，台北 : 五南出版社。
16.時蓉華，1988，社會心理學辭典，四川成都：四川人民出版社。
17.連惠君，2001，家庭中的權力、權力策略與家事分工，載於王以仁編之婚姻與家庭生活的適應，台北：心理。
18.張惠蓉，2004，組織跨界人 : 觀念介紹與實證研究，2004，台北 : 五南出版
社。
19.張春興，1991，現代心理學，1995，台北：東華書局。
20.張華葆，1986，社會心理學理論。台北：三民書局。
21.楊家興，1995 ，「情境教學理論與超媒體學習環境。教學科技與媒體」，22
期，40-48。
22.鍾邦友，2000，「以情境學習為觀點的統整課程設計」，北縣教育，30期
，32-37。
23.蔡敦浩、利尚仁、林韶怡，2007，「複雜性科學典範下的創業研究」，創業
管理研究，2(1) : 31-60。
24.蔡敦浩、利尚仁、林韶怡，2009，「行動導向創業歷程 ： 以複雜調適系統
觀點再現創業經驗」，管理學報。
25.鄭晉昌，1993，電腦輔助學習的新教學設計觀－認知學徒制。教育資料與圖書館學，31（1），55-66。
26.謝謹如，2002，屋裡青山跳出來─談情境學習，教育研究(高師)，10，189-198。



。




二、英文部分：

1. Adams, J. S. 1976. The structure and dynamics of behavior in organizational boundary roles. In M. D. Dunnette (Ed), Handbook of Industrial and Organizational Psychology(pp. 1175-1199). Chicago: Rand Mcally.
2. Aldrich, H., & Herker, D. 1997. Boundary spanning roles and organizational structure. Academy of Management Review, 2, 217-230.
3. Ancona, D. G., and Caldwell, D. F. 1992. Bridging the boundary: External activity and performance in organizational teams. Administrative Science Quarterly, 37: 634–665.
4. Ambrosini, V., & Bowman, C. 2001. Tacit knowledge: some suggestions for
operationalization. Journal of Management Studies, 38(6): 811-829.
5. Atkinson, R., 1990, Gas-Phase Tropospheric Chemistry of Organic Compounds: A Review, Atmos. Environ., 24, 1-41.
6. Barley, S. R. 1996. Technicians in the workplace: Ethnographic evidence for
bringing work into organization studies. Administrative Science Quarterly, 41(3):
404-441.
7. Brief, A. P., Schrler, R. S. & Vansell, M., 1981. Managing job stress. Boston: Little, Brown and Company.
8. Brown, J. S., Collins, A., & Duguid, P.,1989. Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
9. Brown, J. S., and P. Duguid. 1991. Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation. Organization Science 2, 1: 40-57.
10. Bruner, J. 1986. Actual Minds, Possible Words. MA: Harvard University Press Cambridge. 979-1013.
11. Choi, J. and Hannafin, M.,1995. Situated cognition and learning
environments: Roles, structures, and implication for design. ETR&D,
43(2), 53-69.
12. Czarniawska, B., 2004. Narrative in Social Science Research. London: Sage.
13. Dewey, J. 1938. Logic: the theory of inquiry, New York: Holt and Company.
14. Eisenberg, E. M., France, R. V., Monge, P. R., Bettinghaus, E.W., 1985, Communication linkages in interorganizational systems: Review and synthesis. In B. Dervin & M. Voigt(Eds.), Prgress in Communication Sciences, Volume VI(pp. 231-262).Norwood, New Jersey: ABLEX Publishing Crporation.
15. Folkman, S., & Lazarus, R. S. (1980). An analysis of Coping in a middle-aged community sample. Journal of Health and Social Behavior, 21(1), 219-239.
16. Goffman, F., 1959. The Presentation of Self in Everyday life. N.Y.:Doubleday.
17. Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A.（1964）. Organizational Stress: Studies in Role Conflict and Ambiguity: New York: John Wiley & Sons, Inc.
18. Katz, D., & Kahn, R. L.1966. The taking of organizational roles, 185-221 in The Social Psycholgy of Oraganizations. New York: John Wiley.
19. Lave, J., & Wenger, E. 1991. Situated learning: legitimate peripheral participation. New York: Cambridge University Press.
20. Lazarus, R. S., & Folkman, S., 1984. Stress,appraisal,and coping. New York: Springer.
21. Leifer, R., Delbecq, A. (1978). Organizational/environmental interchange : a model of boundary spanning activity. The academy of management review, 3 (1), 40-50.
22. Lieblich, Amia, Tuval-Mashiach, Rivka, Zilber, Tamar,.1998. Narrative research: reading, analysis and interpretation, Sage Publications, Inc.
23. Lysnski, S. J., Singer, A., & Wilemon, D. 1989. Coping with environmental uncertainty and boundary spanning in the product manager’s role. The Journal of Consumer Marketing, 6(2), 33-44.
24. Maclntyre, A. 1985. After Virture: a Study in Moral Theory. University of Notre Dame Press Notre Dame lnd.
25. Manev, I. M., & Stevenson, W. B. 2001. Balancing ties: Boundary spanning and influence in the organization’s extended network of communication. Journal of Business Communication, 38(2): 183-205.
26. Marie-Laure Ryan. Narrative in Real Time: Chronicle, Mimesis and Plot in the Baseball Broadcast,Ohio state University Press.
27. Marcie J. Tyre, Eric von Hippel. The Situated Nature of Adaptive Learning in Organizations. Organization Science, 8(1) : 71-83.
28. McLellan, H., 1993. Evaluation in a situated learning environment. Educational Technology, 33(3), 39-45.
29. Michaels, R. E., Day, R. L., & Joachimsthaler, E. A. 1987. Role stress among industrial buyer: An integrative model. Journal of Marketing, 51(1), 28-45.
30. Miller, K., 1999. Organizational Communication : Approaches and process (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
31. Nonaka, I. 1994. A dynamic theory of organizational knowledge creation.
Organization Science, 5(1): 14-37.
32. Oliver, K. L., 1998, “A journey into narrative analysis: a methodology for discovering meanings”, Journal of Teaching in Physical Education, 17, pp.244-259.
33. Organ, D. W. 1971. Linking pins between organizations and environment: Individuals do the interacting. Business Hrizons, 14, 73-80.
34. Orlikowski, W. J. 2002. Knowing in practice: enacting a collective capability in
distributed organizing. Organization Science, 13(3): 249-273.
35. Parsons, T., An Outline of the Social System., In Parsons et al.（eds.）,Theories of Society. N.Y.: Free Press,1961.
36. Perry-Smith, J. E., and Shalley, C. E. 2003. The social side of creativity: A static and dynamic social network perspective. Academy of Management Review, 28(1): 89-106.
37. Raymond A. and Friedman 1992. Differentiation of boundary spanning roles: labor negotiations and implications for role conflict. Administrative Science Quarterly, 37(1992): 28.
38. Richard S. Lazarus, 1991. Progress on a Cognitive-Motivation-Relational Theory
of Emotion. American Psychologist, 46, 819- 843.
39. Robbins, S. P., 1996. Organizational Behavior: Concept, controversies, Applications. New Jersey: Prentice-Hall, Inc.
40. Robbins, S. P., 1994, Essentials of organizational behavior. Englewood cliffs, New jersey: Prentice-Hall, Inc.
41. Stock, R. M. 2006. Interorganizational teams as boundary spanners between supplier and customer companies. Academy of Marketing Science Journal, 34(4): 588-599.
42. Suchman, L. A., 1987, Plans and Situated Action: The Problem of Human-Machine Communication. New York: Cambridge University Press.
43. Sutherland, W. J. 1996. The twenty commonest censusing sins. Pp. 317-318.
44. Susan Folkman and Judith Tedlie Moskowitz , 2000. Positive Affect and the
Other Side of Coping. American Psychologist, 55, 647-654.
45. Susan Folkman, Richard Lazarus, Christine Dunkel-Schetter, Anita DeLongis, and
Rand J. Gruen, 1986. Dynamics of a Stressful Encounter: Congnitive Appraisal,
Coping, and Encounter Outcomes. Journal of Personality and Social Psychology,
50, pp.992-1003.
46. Susan Folkman and Richard Lazarus ,1988. Coping as a Mediator of Emotion.
Jouranl of Personality and Social Psychology, 54, pp.466-475.
47. Thompson,J. D.1967. Organizatins in action. New York : McGraw-Hill.
48. Todorov ,1971, The Poetics of Prose, New York : McGraw-Hill.
49. Tsoukas, H., & M.J. Hatch. 2001. Complex Thinking, Complex Practice: the Case for a Narrative Approach to Organizational Complexity. Human Relations, Vol. 54, No. 8. 979-1013.
50. Tushman, M. L., Scanlan, T. J. (1981). Boundary spanning individuals: their role in information transfer and their antecedents. The academy of management journal, 24 (2), 289-305
51. Weedman, J., 1992. Informal and formal channels in boundary spanning communication. Journal of the American Society for Information Service, 43(3), 257-267.
52. Weick, K. E. 1995. Sensemaiting in Organization. Thousand Oaks London New Delhi: Sage.
53.Woodward, S. E., 1972. Role conflict in a group of religious teachers. In F. M. Katz & R. K. Broenes , Sociology of education. Macmillan of Australia.