此研究源於研究者好奇“高科技產業專案經理如何同時具備技術與管理能力”，藉由訪談多位來自IC與IT行業，並擁有不同背景的專案經理，瞭解了他們從學生時代如何進入這個行業的過程，以及進入行業之後的工作經歷，藉此找出他們所具備的專案經理的能力，分析這些能力如何培養。
透過本次研究發現，專案經理所具備的能力來自兩個階段的培養，分別為“求學階段”和“入行階段”。其中在“求學階段”，專案經理能力的培養主要通過參與社團活動、導師的計劃、業界的競賽或是進入相關公司實習的方式。而針對不同教育背景的專案經理，他們在成為專案經理的過程中，側重培養的能力有所差異。在“入行階段”，專案經理通過專案管理過程中遇到的一系列困難來彌補自身不足的能力。研究者歸納出以下六點常見的問題：“專案時程規劃與實際執行誤差過大”、“業績壓力大”、“制定新產品規格”、“專案涉及不熟悉領域”、“團隊技術端與業務端意見不合”以及“領導力不足”。這些問題暴露了他們存在的能力不足之處，而成功的應對手段則彌補和加強了這些能力。另外，高科技產業快速發展使專案經理需要對工作模式進行局部動態的調整。
透過本研究，希望能夠幫助那些期待進入高科技產業成為專案經理的人瞭解所需能力及其培養方式，為他們提供較合理的能力培養規劃。

This research starts with the researchers' curiosity about "how high-tech industry project managers have both technical and managerial capabilities." Through interviewing several project managers from the IC and IT industries who have different backgrounds, researcher wants to learn the way they entered high-tech industry after graduation, and the work experience, to find out the capabilities of the project managers they have, and analyze how these capabilities are trained.
This research concludes that the project manager's capabilities come from two stages of education, namely, the “learning stage” and “working stage”. In the "learning stage", the project manager's ability is mainly trained through participation in society activities, professor's plan, industry competition, or practice in relevant company. Due to different education backgrounds, they focus on training capabilities during the process of becoming a project manager. In the “working stage”, the project manager can make up for his own insufficiency through a series of difficulties in the project management. In addition, the rapid development of high-tech industry enables project managers to make dynamic adjustments to their work patterns.
Researcher hope that those who are looking forward to entering the high-tech industry as project managers will be able to understand the required capabilities and their training methods, and provide them with more reasonable capacity-building plans.

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