• 沒有找到結果。

In this chapter, the researcher provides the conclusions and recommendations. There are three sections in this chapter. First, the conclusion from the study is proposed. Secondly, implications of this study are explained. Third, discussions of this study and others are proposed.

In the fourth section, the recommendations for the future research on this topic is demonstrated.

Conclusions

In the new era of knowledge management and globalization, organizations have been experience extremely high competition. Knowledge is the key factor of organizational competitive advantage and continued grow, whereas knowledge management plays a crucial role in enhancing the competitiveness of the organization. The purpose of this study was to explore the relationships between organizational trust, knowledge sharing, organizational learning, and academic satisfaction in Taiwan higher education focusing on the international students studying in Taiwan, by using an integrated model. OT-LASS model was developed for providing insights for the various variables and their relationships. OT-LASS model has high validity and reliability values, therefore it is adequate for measuring four variables. Firstly, the empirical findings of this research proved that organizational trust effect knowledge sharing of international students studying in Taiwan. Secondly, organizational trust effect organizational learning of international students studying in Taiwan. Thirdly, organizational trust effect academic satisfaction of international students studying in Taiwan. Fourthly, knowledge sharing effect organizational learning of international students studying in Taiwan.

Fifthly, knowledge sharing do not effect academic satisfaction in a direct way for the international students studying in Taiwan. However, it effect but in an indirect way. Sixthly, organizational learning effect academic satisfaction of international students studying in Taiwan. Based on the figure 4.2, the study firstly concluded that, for international students studying in Taiwan, organizational trust is a strong predictor of organizational learning.

Secondly, the process is followed by organizational trust is a strong predictor of knowledge sharing. Thirdly, followed by organizational learning is a strong predictor of academic satisfaction. Fourthly, followed by organizational trust is a strong of academic satisfaction.

Fifthly, followed by knowledge sharing is a strong predictor of organizational learning.

However, for international students studying in Taiwan, knowledge sharing does not predict academic satisfaction directly. The weak path coefficient just means an inverse relationship among the variables knowledge sharing and academic satisfaction. As IV increases, DV

decreases. It can be concluded that when it comes to sharing knowledge about academic issues, international students in Taiwan do not share their knowledge. The findings provided better insights of knowledge management proceeding regarding the organizational trust, knowledge sharing, organizational learning and academic satisfaction in higher education in which international students are studying in Taiwan for developing better strategies in the future.

The data analysis method used in this study is Partial Least Squares. PLS is used to analyze simultaneously the interrelationships among all the constructs. First, the result reveals that in the organizational trust dimension, the most dominant factor for international students in Taiwan is identification (.809), followed by reliability (.801), followed by openness and honesty (.791), followed by trust in peers (.732), followed by trust in management (.703). By focusing on the most dominant and least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should continue to promote identification among its members. The result demonstrated that, there is a high level of identification in the organization. This represents that there is a high extent in holding common goals, norms, values and beliefs associated with the organizations culture. This indicates that international students feel highly connected to management and classmates. In regard to least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should focus to improve trust in management members. The result demonstrated that, there is a low level of trust in management in the organization. This represents that international students studying in Taiwan feel that there is a low extent to faith in intentions of management.

Second, the result reveals that in the knowledge sharing dimension, the most dominant factor for international students in Taiwan is inter-groups (.843), followed by intra-groups (.835), followed by knowledge donating (.828), followed by knowledge collecting (.666). By focusing on the most dominant and least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should continue to promote inter-groups knowledge behaviors among its members. The result demonstrated that, there is a high extent of knowledge sharing behavior among work groups in the organization.

In regard to least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should focus to improve knowledge collecting behavior among it is members in the organization. The result demonstrated that, there is a low level of knowledge collecting behavior in the organization. This represents that there is a low extent of consulting colleagues in order to get them to share their intellectual capital.

Third, the result reveals that in the organizational learning dimension, the most dominant factor for international students in Taiwan is openness and experimentation (.830), followed by management commitment (.821), followed by knowledge transfer and integrate (.804), followed by system perspective (.647). By focusing on the most dominant and least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should continue to promote openness and experimentation behaviors among its members. The result demonstrated that, there is a high extent of openness and experimentation behaviors in the organization. This represents that there is a high extent of promoting innovation and experimentation, that the organization follow up others firms in the sector, makes use of outside information sources and the culture is open to suggestions and opinions. In regard to least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should focus to improve system perceptive thinking in the organization. The result demonstrated that, there is a low level of system perceptive in the organization. This represents that there is a low extent of generalized knowledge of organizational aims, and low level of interconnection of different parts, sections of organization.

Fourth, the result reveals that in the academic satisfaction dimension, the most dominant factor for international students in Taiwan is empathy (.856), followed by academic programs (.855), followed by assurance (.838), followed by administrative service (.834), followed by academic feedback (.797), followed by tangibles (.734) and by followed by responsiveness academic staff (.720).

Therefore, by focusing on the most dominant and least dominant factor of the main study, the research concluded that practitioners, students and higher education in which international students are enrolled should continue to promote empathy among its members.

The result demonstrated that, there is a high extent of empathy in the organization. This represents that there is a high extent of the provision of individualized and personalized attention to students with clear understanding of their specific and growing needs while keeping their best interest at heart. Concerning the least dominant factor, the study concluded that practitioners, students and higher education in which international students are enrolled should focus to improve responsiveness academic staffs in the organization. The result demonstrated that, internationals students studying in Taiwan feel that there is a low extent of the academic staff willingness or readiness to provide service in the organization.

Regarding the comparisons between the financial sponsorship for international students in Taiwan, the results demonstrate in the table for Taiwan ICDF students the most dominant

factor are empathy, intra-groups, openness and experimentation and reliability. The least dominant factor for Taiwan ICDF students are tangibles, knowledge colleting, system perspective, trust in peers. Concerning the other types of scholarships (MOFA, MOE, TIGP-Academia Sinica and government grant) students, the most dominant factor are academic programs, intra-groups, openness and experimentation and identification. Regarding (MOFA, MOE, TIGP-Academia Sinica and government grant) students, the least dominant factor are responsiveness academic staff, knowledge colleting, knowledge transfer and integrate and trust in management. As for university sponsored students, the most dominant factors are administrative service, knowledge donating, management commitment, reliability. The least dominant factor are academic feedback, knowledge colleting, system perceptive and trust in management. Concerning the self-sponsored students the most dominant factors are academic programs, knowledge donating, knowledge transfer and integrate, identification. As for the least dominant factor for university self-sponsored students are administrative service, knowledge colleting, system perspective and reliability. From this perceptive the study concluded that practitioners, students and higher education should continue to promote the dominant factors and improve more in the least dominant factors.

Research Implications

 Organizational trust has no effect on knowledge sharing

The hypothesized 1-path effect between organizational trust and knowledge sharing is statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of organizational trust lead to improve their knowledge sharing.

 Organizational trust has no effect on organizational learning

The hypothesized 2-path effect between organizational trust and organizational learning is statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of organizational trust lead to improve their organizational learning.

 Organizational trust has no effect on academic satisfaction

The hypothesized 3-path effect between organizational trust and academic satisfaction is statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of organizational trust lead to improve their academic satisfaction.

 Knowledge sharing has no effect on organizational learning

The hypothesized 4-path effect between knowledge sharing and organizational learning is statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of knowledge sharing lead to improve their organizational learning.

 Knowledge sharing has no effect on academic satisfaction

The hypothesized 5-path effect between knowledge sharing and academic satisfaction is not statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of knowledge sharing will not lead or improve their academic satisfaction in a direct way.

 Organizational learning has no effect on academic satisfaction

The hypothesized 5-path effect between organizational learning and academic satisfaction is statistically significant. Therefore, it can be implied that for international students studying in Taiwan, the higher level of organizational learning lead to improve their academic satisfaction.

Recommendations for Practitioners, Students, Higher Education

Based on the awareness and information gained from this investigation, the following recommendations are made for this particular study.

a) Concerning organizational trust: higher education, practitioners and students should focus more on improving also do more effort to promote trust in management, whereas, continue to promote and keep identification among its members.

b) Concerning knowledge sharing: higher education, practitioners and students should focus more on improving also do more effort to promote knowledge colleting, whereas, continue to promote and keep inter-groups knowledge among its members.

c) Concerning organizational learning: higher education, practitioners and students should focus more on improving also do more effort to promote system perceptive, whereas, continue to promote and keep openness and experimentation among its members.

d) Concerning academic satisfaction: higher education, practitioners and students should focus more on improving also do more effort to promote responsiveness academic staff service, whereas, continue to promote and keep empathy behavior among its members.

Recommendations for Future Research

This exploratory empirical study is one of the preliminary studies to explore and assess the effect of organizational trust on knowledge sharing, organizational trust and academic satisfaction. As for successively improving the service quality, and promote the flow of knowledge management theories in the Taiwan higher education in which international students are enrolled. Based on the limitations of this research, here are the recommendations for future research.

First of all, since this study used international from different university, region of origin, financial support of their study, future research could make a comparison study among those demographic data to see the effect among these different groups. For this reason, a multilevel empirical analysis of different groups to determine whether there is relationship between variables and different groups is recommended for future research. On another hand, could conduct a study by only focus on participants from only one region of origin, one university or financial support type.

Second, future research could also attempt to increase the numerical number of sample, since for this one was used 225 participants.

Third, future research could explore and test the relationship of others variables and dimensions that are not in this study.

Fourth, future researcher could make use of other research approach instead of quantitative approach, online survey data collection approach that was implied in this study.

Fifth, future research might choose to use other statistical analysis procedures to analyze the data obtained instead of using PLS, as a tool to analyze.

Finally, future research could also attempt to determine whether or not the OT-LASS model could be applied to do the measurement in other industries and also to another country.

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