本研究旨在探討高等技職校院與企業參與產學合作的因素，除了以t考驗、單因子變異數分析探討高等技職校院學生與企業界主管對於參與產學合作因素重要性的認知和雙方看法的差異之外，並利用集群分析方法，將高等技職校院學生與企業界主管各分為三大集群，最後並試圖提出具體的合作途徑。 本研究經由文獻探討發展出「高等技職校院與企業參與產學合作因素之調查問卷」，並採用因素分析之主成份分析法，萃取出九個因素，分別為：（1）設備獎勵因素；（2）人力交流因素；（3）合作互動因素；（4）人才網羅因素；（5）溝通聯盟因素；（6）人才培育因素；（7）回饋企業因素；（8）社會公益因素；（9）就業進修因素。 本研究的研究工具經過預試修正之後，正式問卷調查的對象分別是高等技職校院的學生以及企業界的主管人員。學生方面有效樣本為754位，企業界主管方面有效樣本為134位。 綜合本研究的研究發現、結果分析與討論，歸納出以下結論： 一、高等技職校院學生與企業界主管對於參與產學合作因素重要程度認知之評定得分最高為「就業進修因素」。 二、高等技職校院學生與企業界主管對於參與產學合作因素重要程度認知有部分顯著差異存在。 三、依據高等技職校院學生與企業界主管對於參與產學合作因素重要程度認知之差異情形分別可歸納出三個集群。 再者，根據研究發現與結論，本研究提出一些有關產學合作方面的建議供高等技職校院學生、企業界、教育主管行政機關以及未來研究參考。 關鍵字：產學合作、高等技職校院、企業 / The main purpose of this study was to investigate the viewpoints of factors affecting industry-academy cooperation between the students in vocational colleges and the chiefs in enterprises in Taiwan. Besides using t-test and one-way ANOVA to analyze the viewpoints of factors affecting industry-academy cooperation between students in vocational colleges and chiefs in enterprises, cluster analysis was also used to classify the students and chiefs into three groups individually. Finally, concrete cooperative ways between students in vocational colleges and chiefs in enterprises were constructed. According to the literature review, a self-made questionnaire in the topic of“The questionnaire for factors affecting industry-academy cooperation between vocational colleges and enterprises”was formed. Then, principal component analysis was adopted and 9 factors were extracted: (1) the factor of equipment and reward; (2) the factor of human resource interchange; (3) the factor of cooperation and interaction; (4) the factor of human resource hunting; (5) the factor of communication and alliance; (6) the factor of human resource breeding; (7) the factor of feedback of enterprises; (8) the factor of public welfare; (9) the factor of employment and further education. The questionnaires were sent to the students in vocational colleges and the chiefs in enterprises in Taiwan after being revised. 754 surveys returned from the student samples and 134 surveys returned from the chief samples were identified to be valid. The main findings of this study are as follows: 1. “The factor of employment and further education”is regarded as the most important factor between the students in vocational colleges and the chiefs in enterprises in Taiwan. 2. The viewpoints of factors affecting industry-academy cooperation between the students in vocational colleges and the chiefs in enterprises are significant different in some backgrounds. 3. According to the differences of viewpoints of factors affecting industry-academy cooperation between the students in vocational colleges and the chiefs in enterprises, they can be classified into three groups individually. Based on the findings above, guidance and implications to the industry-academy cooperation between vocational colleges and enterprises as well as the suggestions for further research are proposed. Keywords: Industry-academy cooperation, vocational colleges, enterprises

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Since the reform and opening up in 1978, China's higher vocational education has flourished, and a large number of high-quality workers and highly skilled talents have been trained for the rapid development of China's economy and society. With the advent of industrial 4.0 eras, China has also opened a new journey to build a socialist modern country in an all-round way, and has also put forward higher requirements for the quality of higher vocational education. Teachers are the first resources of education, and the first priority of the development of education is the development of teachers. In order to improve the quality of higher vocational education, we must improve the quality of teachers in higher vocational education at first. At present, it has become an important issue that the quantity and quality of 'double-qualified' teachers cannot meet the needs of the development of higher vocational education in China. Therefore, it is of great significance to carry out the research on the development of human resources of 'double-qualified' teachers in higher vocational colleges, to explore the system and the effective development strategy of 'double-qualified' teachers in order to enrich the theory of vocational and technical pedagogy and meet the needs of the development of higher vocational education. The 'double-qualified' teachers in higher vocational colleges in this study are refer to the professional teachers who has good professional ethics, knowledge, ability, performance, and whose Professional and technical title in teachers and related profession is intermediate or above. In simple terms, the 'double-qualified' teacher of vocational education is a teacher who has both theoretical teaching and practical teaching capabilities. The development of human resources of 'double-qualified' teachers in higher vocational colleges refers to the activities of cultivating 'double-qualified' teachers, including formulating the policy of cultivating 'double-qualified' teachers, encouraging teachers to obtain the qualification of 'double-qualified' teachers, and carrying out the training planning and training activities of 'double-qualified' teachers. Higher vocational colleges in Guangxi, China are taken as the main research object the research literature approach, survey approach and comparative approach are used in this study. Through the investigation, it is found that there are four main problems in the development of 'double-qualified' teachers in Guangxi higher vocational colleges, that is, the number of 'double-qualified' teachers is insufficient, the quality is not high, the professional distribution is uneven, and the development speed is slow. After an in-depth analysis of the existing problems, it is found that there are 28 main reasons that affect the human resource development performance of the 'double-qualified' teachers in the higher vocational colleges in Guangxi. Based on the theory of human resource development, system theory, and synergetics, 'Double-qualified' Teachers' Development Synergetics is constructed in the paper. A new viewpoint is put forward, that is, the development of 'double-qualified' teachers is a systematic project. This paper reveals that the development of 'double-qualified' teachers needs the cooperation of government, school and enterprise, which provides theoretical guidance for guiding the development of 'double-qualified' teachers. The Evaluation Index System of Double-qualified Teachers' Development in Higher Vocational Colleges is constructed by means of analytic hierarchy process (AHP), which is composed of 19 indexes at 4 levels and provides a scientific and practical tool for judging the development performance of 'double-qualified' teachers in Guangxi higher vocational colleges. In order to learn from the advanced experience in the world, this paper makes an in-depth study on the training of vocational education teachers in Germany, and obtains five enlightenments. First, the 'double-qualified' teachers are the foundation in vocational education. Second, legalization is the institutional guarantee for the development of 'double-qualified' teachers. Third, the close cooperation between the government, colleges, guilds and enterprises is the organizational guarantee for the development of 'double-qualified' teachers. Fourth, duality (universities and enterprises) is a scientific method for the development of 'double-qualified' teachers. The study of vocational education is the guide to the development of vocational education teachers in Germany. On the basis of the above research, this paper puts forward 35 countermeasures and suggestions to improve the development performance of 'double-qualified' teachers in Guangxi higher vocational colleges. The innovation of this study is mainly manifested in two aspects: First, it constructs 'Double-qualified' Teachers' Development Synergetics', a theory of guiding the development of 'double-qualified' teachers. This paper preliminarily expounds five principles of collaborative development of 'double-qualified' teachers. Second, it is the innovation of application tools. A 4-level, 19-index evaluation index system for the development of 'double-qualified' teachers in higher vocational colleges is constructed by using analytic hierarchy process (AHP), which provides a practical tool for correctly guiding the development of 'double-qualified' teachers in higher vocational colleges and scientifically judging the development performance of 'double-qualified' teachers in higher vocational colleges. There is a lot of content in the research on the development of human resources of 'double-qualified' teachers in higher vocational colleges. Although some achievements have been made in this study, there are still many shortcomings, which need to be further studied. For example, the enrichment and perfection of 'Double-qualified' Teachers' Development Synergetics, the application and popularization of the Evaluation Index System of 'Double-qualified' Teachers' Development in Higher Vocational Colleges, and so on. Let us work together to make more contributions to the construction of 'double-qualified' teachers in higher vocational colleges.