本研究成果為假借問卷調查法和重要性與滿意度分析蒐集資料，透過正、反、合，與馬可夫鏈的概念，建立探索價值之模式，並透過「菁英講座」課程，進行探索價值模式之驗證，找出一致不易之因素，推論出案例價值本質。案例價值本質探索結果為：在課程認知方面，價值本質是學習典範，以及工作啟發與經驗。在安排課程目的方面，價值本質為培養未來菁英、跨領域知識，以及職涯發展。在期望程度方面，價值本質是學習典範，以及工作啟發與經驗。在演講者的特質方面，價值本質是人生歷練、領導特質，以及人生觀。在演講主題方面，價值本質是職涯發展、人生觀、趨勢議題，以及國際與時事。;Vision is “knowledge and practice based on future aspirations and values.” Through its power to describe future scenes and promote the advancement of organizations, vision becomes a source of strategic planning. In a world where nothing seems certain or permanent, it is important to know how to correctly and effectively strategize and make management decisions.
As the Ten Great Schools of Strategic Thought have observed, a system of values is the central basis upon which a given school of knowledge takes shape. However, differences between knowledge systems can lead to errors or basing decision-making on irrational values that people still hold on to. For this reason, we can only make rational decisions that truly address the problems at hand by determining the nature of values and eliminating irrational beliefs. To do this, we can adopt the eight levels of consciousness from Thirty Verses on Consciousness to explore the inner mental processes of decision-making. Through exploring and thereby knowing our inner hearts, it is possible to recover an infallible method for determining values and thus discover solutions for the unsolvable Black Box problems of the Ten Great Schools. The goals of this study include: advancing the methods of values-exploration, validating the feasibility of these methods, and exploring the nature of values.
This study applies a mixed research method to data gathered during an Elite Lecture course. Prior to the course commencement, the questionnaires survey was conducted on experimental subjects in order to collect qualitative data. After 18 weeks of classes, we conducted an importance and performance analysis to obtain a quantitative set of factors suggesting both positive achievements and things that could be improved. Using an identical model, we compared data collected over three years using dialectical and Markov analyses to discover points where results were maintained, improved, and remained unchanged, and a set of critical factors for the over-investment of data. The uniform set of factors that was obtained from this forms an inferential basis for the nature of values.
This study result relied on collecting data via questionnaires and importance and performance analysis. It established a value exploration model through positive, negative, integrated, and Markov chain concepts. Through the Elite Seminar program, it conducted the verification of value exploration model, identified consistent factors, and derived the natures of values in different cases. The exploring results in the natures of case values are stated as follows. In course cognition, the natures of value are learning paradigm, work inspiration, and experience. In course arrangement purpose, its nature of value is future elite cultivation, interdisciplinary knowledge, and career development. Also, in expectation, the natures of value are learning paradigm, work inspiration, and experience. Concerning the characteristics of speakers, the natures of value are living experience, characteristic in leadership, and living philosophy. In lecturing topics, the natures of value are career development, living philosophy, trend topics, and international and current affairs.