| Summary: | 碩士 === 中原大學 === 企業管理研究所 === 92 === Abstract
Recently, the government pushes on the business reengineering. Under the circumstances, educational reengineering is imperative, and how to construct innovative climate and environment for creativity and originality become the most important things to the academic circle. Schumpeter (1934) defined innovation as a process that includes initiating and obtaining new and useful things, knowledge, and information. However, existing research seldom examine the innovative capability of vocational institutes and/or universities from the viewpoint of organizational innovation. This study integrated related theories and proposed that the structural framework of innovative capability includes information technology capability, management capability, and learning organization.
This study employed Qiu’s (2000) Organizational-Innovative Climate Scale, which divides the factors that influence work environment into six categories: (1) team tacit understanding, (2) organizational ideas, (3) work styles, (4) leadership capability, (5) learning to grow up, and (6) utilizing resources. The subjects of the study included the accounting office’s chiefs of public and private universities in Taiwan. They accept the authorization of juridical person to deal with accounting office’s procedure on research project filings. This study interviewed the accounting office’s chiefs of three research-oriented universities in Taiwan, who are familiar with accounting office’s procedures on research project filings. The questionnaires were formed according to the results of literature and were revised by cases study. To meet the research purpose, the researcher tried to make sure that the responsors fully understand the questions. Then revised the questionnaire by the pretest.
Totally, 280 questionnaires were mailed out and 127 valid questionnaires were received. The rate of recover is 45.36%. The data were analyzed with cluster analysis, t-test, two-way ANOVA, one-way ANOVA and Scheffe multiple comparison. The findings of this study as follows:
1. Compared with public universities, private universities have high innovative capability, execution, work environment for creativity, and administrative effectiveness. However, this study did not examine the educational performance of the public and private universities.
2. High innovative capability leads to high administrative effectiveness.
3. High execution leads to high administrative effectiveness.
4. H4 is partially supported since there is only one sample within the group 1 (high work environment for creativity matching low innovative capability). The study verified the other 3-group by using one-way ANOVA and Scheffe multiple comparisons as the tools. The author concluds that high work environment for creativity matching high innovative capability leads high administrative effectiveness.
5. The author found that the hypothesis (H5) is not supported. There are few literatures to support the hypothesis (H5) that high work environment for creativity matching with high execution effects on administrative effectiveness.
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