关系质量、知识缄默性与IT外包知识转移——基于接包方视角的实证研究

来源 :科学学研究 | 被引量 : 0次 | 上传用户:yaomingming0908
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
IT外包是一个知识密集的过程,知识转移是影响外包绩效的关键。本文基于IT外包接包方视角,构建了以关系质量中的三个维度:信任、满意和承诺以及知识缄默性为影响因素,以接包方的知识接受意愿和吸收能力为中介变量的概念模型,研究这些因素对IT外包知识转移的交互影响。基于结构方程模型对收集来自规模较大的IT外包公司的217份有效调查问卷进行实证检验。研究发现在关系质量对IT外包知识转移的作用过程中,接包方的知识接受意愿和吸收能力起到显著的中介作用。信任、满意和承诺对接包方的知识接受意愿具有显著正向影响,信任和满意对接包方的知识吸收能力具有显著正向影响。知识缄默性对IT外包知识转移具有负向影响,关系质量中的信任和满意维度对知识缄默性与知识转移之间的路径关系具有显著调节作用。 IT outsourcing is a knowledge-intensive process. Knowledge transfer is the key to the performance of outsourcing. Based on the perspective of IT outsourcer, this paper constructs a conceptual model based on the three dimensions of relationship quality: trust, satisfaction and commitment, and knowledge of silence, taking the mediation of willingness and absorptive capacity , To study the interactive influence of these factors on IT outsourcing knowledge transfer. Based on the structural equation model, 217 valid questionnaires collected from large IT outsourcing companies were tested empirically. The study found that in the process of the relationship quality of IT outsourcing knowledge transfer, the receiving party’s knowledge reception intention and absorptive capacity play a significant intermediary role. Trust, satisfaction and commitment have a significant positive impact on the willingness to accept the knowledge of the recipient, and trust and satisfaction have a significant positive impact on the knowledge-absorbing ability of the counterparty. Knowledge taciturn has a negative impact on IT outsourcing knowledge transfer, and the trust and satisfaction dimension in relationship quality plays a significant role in regulating the path between knowledge taciturn and knowledge transfer.
其他文献
<正>一、距离分析过程距离分析是研究多要素事物相关问题的数量方法,是对观测量或变量之间相似或不相似的程度的一种测量。距离分析可用于同一个变量内部各个取值间,以考察其
“分层教学”是根据“因材施教”的教育思想,根据学生的智力和非智力因素的差异,针对学生的学习能力和水平的不同,将学生分成不同的学习小组, 提出不同的教学要求,采取不同的措施进行教学。为了探究满足各类学生不同需求的教学途径和方法,提高课堂教学效率,以达到各层次学生共同提高的目的,我校近两年全面实施了“分层教学”课改实验活动。  一、“分层教学”的实施  1.学生分层。在初三的下学期,学生出现很明显的分