第五章 結論、限制與建議
第二節 限制與未來研究建議…
一、限制
本研究樣本是管理學院的碩士在職專班的學生，他們同時具有實務 工作者及學生的身分，因此在填寫量表時會同時具有工作者與學生的觀 點。由於樣本是管理學院的學生，本研究之研究結果未必可以推論到非 管理學院的在職專班學生。因此，未來可以探討其他領域，如理工、藝 術社會人文等領域的碩士在職專班學生。
本研究採用的量表是自陳式量表。自陳式量表的優點為受訪者可將 自身的經歷或態度直接藉由量表反應出來，除了可以測量受事者的行為 之外，還可以測量受事者對環境的感受。缺點則是量表測試的結果會因 為受訪者的主觀以及敏感的議題而導致填答結果有所偏誤，又受訪者可 能會希望符合社會或組織期待，在進行填答時，會誇大或避重就輕，因 此無法完全反應出真實的現象（Chi, Huang, & Lin, 2009; Korndörfer, Krumpal, & Schmukle, 2014）。本研究的知識移轉與學習遷移變項屬於 行為的範疇，組織氣候則是工作者對於工作環境的感受，因此使用自陳 式量表是合適的。但是，工作者能就讀碩士在職專班通常是獲得公司支 持，公司期望工作者能夠在學習後真正將知識應用到職場上，以提升績 效。由於這個原因，使得工作者為了符合公司的期待，可能在填答自評 量表時不會真實反應出將知識應用於工作上的情形。
本研究究採取橫向研究，也就是以單一時間點進行施測。根據 Gegenfurtner 等人（2013）對於學習遷移的後設分析發現，工作者在參 與學習方案或訓練一段時間之後，才能夠產生學習遷移的效果，也就是 時間延遲（time lag）的作用。Laine 與 Gegenfurtner（2013）檢驗時間延 遲對教育方案與學習遷移關係上的調節作用，雖然結果顯示無調節作 用，但不同時間點會有不同的學習遷移效果（Andersen, 2006）。然而，
本研究對於工作者在學習遷移狀況的調查及研究結果都限制於該時間 點，因此無法充分顯示碩士在職專班的課程對於學習遷移的影響。
二、未來研究建議
依照 Horng 與 Lin（2013）的研究顯示，要解決自陳式量表所造成 的偏誤就需採用 360 度評估法。360 度評估法是同時對於受試者的上司、
同事以及部下進行施測，以解決受試者的主觀偏誤（Carson, 2006；何明 城，2002）。因此，未來可以 306 度評估法對於受試者的上司、同事以 及部下進行問卷調查或訪談，以了解工作者在參與碩士在職專班後學習 遷移的狀況是否有所提升。
為解決橫向研究的限制未來可以採取縱貫研究的方法，分別對於在 學中以及畢業後的碩士在職專班的學生進行研究，探究不同時間點的組 織氣候在知識移轉與學習遷移關係上的調節效果是否有顯著差異。另 外，學習遷移可細分為近遷移與遠遷移（Gegenfurtner, 2013）。因此，
未來研究可以這兩個構念為依變項，探討知識移轉與組織氣候對近遷移 與遠遷移的影響，並比較在這兩個依變項影響上的差異。
由於本研究包括兩種層級的變項，未來可以階層線性模式（HLM）
進行研究。研究對象以公司為單位（至少 30 間公司），並在每間公司 抽取至少 30 位工作者（至少 900 位員工）。根據 Liao 與 Chuang（2004）
的建議，由於研究資料分別屬於不同階層且員工來自於不同的公司，此 即為「巢套（nested）」之概念，可以採用階層線性模式（HLM）。而組 織氣候中除了危機、創新以及合作之外，尚包括獎賞、支持與溫暖組織 氣候（Chow, Wolfe, & Olson, 2012; Guenter, Emmerik, & Schreurs, 2014;
Torelli, Leslie, Stoner, & Puente, 2014）。因此未來可以危機、創新、合作、
獎賞、支持與溫暖的組織氣候做為組織層級之自變項以預測學習遷移。
未來可以採用結構方程式（SEM）來探究本研究模型各變項的關 係，可同時驗證觀察變項與潛在變項以及各潛在變項之間的關係並測量 其誤差，以提升研究模型與資料的適配度（Chi, Chung, & Tsai, 2011；陳 寬裕、王正華，2010）。另外，未來也可以探討組織氣候與知識移轉的 中介作用以及知識移轉在組織氣候影響學習遷移上的調節作用。
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