人才培育創新條例研究學院組織與人事制度的探討

Exploration of Organizational and Personnel Systems of the Act of National Key Fields Industry-University Cooperation and Skilled Personnel Training

二○二一年五月二十八日「國家重點領域產學合作及人才培育創新條例」（以下稱人才培育創新條例）公布施行，鼓勵國立大學與產業搭建互惠橋樑，發揮教育、訓練、研發、服務的功能，透過教研人員交流、擴大知識擴散與技術移轉等方式，來提升研究發展成果效益。主管機關推動國立大學設立國家重點領域研究學院（以下稱研究學院），透過鬆綁大學法、學位授予法、教師法及教育人員任用條例等相關法令，賦與更多彈性自主的空間。
人才培育創新條例規定研究學院具有獨立地位，自主運作，在人員資格及進用方面，例如：院長資格、教師聘任等，得提出替代措施，惟實際運作情形為何？替代措施能否達成產學共治的創新機制？本文乃從各國晶片法案對我國科技人才培育的影響出發，就該條例立法背景及規範重點，加以介紹。
另一方面，從大學自治的觀點，探討研究學院設立有無侵害大學治理的精神。進一步就研究學院設立後，組織及人事運作現況整理分析，執行上遭遇困難之處，加以論述，並提出個人意見，期使在人才培育創新條例規範下，主管機關監督上本於法令鬆綁的精神，研究學院執行上能跳脫現行法令框架思維，在組織與人事制度能有創新作法，建立大學治理的新模式。

On May 28, 2021, the“Act of National Key Fields Industry-University Cooperation and Skilled Personnel Training”(hereinafter referred to as“the Skilled Personnel Training Act”) was promulgated. The purpose of the Skilled Personnel Training Act is to encourage cooperation between national universities and industries and enhance the functions of education, training, research and service. The Skilled Personnel Training Act aims to improve the effectiveness of research and development results through exchanges of teaching and research faculties, knowledge diffusion, and technology transfer. The competent authority facilitates the establishment of research institutes set up by national universities to conduct research in particular key national fields (hereinafter referred to as“key research institutes”) and provide them with more flexible and autonomous space by loosening legal restrictions from various laws and regulations such as the University Act, Degree Conferral Act, Teachers' Act and the Act Governing the Appointment of Educators.
According to the Skilled Personnel Training Act, the research institutes have legally independent status and operate independently. They can propose alternative measures regarding personnel qualifications and recruitment, such as the qualifications of the dean and the appointment of teachers, to form an innovative industry-university governance structure. However, it is necessary to examine the actual operation situation to determine the efficacy of these alternative measures.
This article starts from the impact of chip acts enacted by various countries on technology talent cultivation in our country, and describes the legislative background and key provisions of the Skilled Personnel Training Act.
Next, from the perspective of university autonomy, the article examines whether the establishment of the key research institutes violates the spirit of university governance. Furthermore, the article summarizes and analyzes the current status of organizational and personnel operations after the establishment of the key research institutes, and discusses the difficulties encountered in implementation while presenting personal opinions. It is hoped that under the regulations of the Skilled Personnel Training Act, the competent authority can oversee the operation of the key research institutes while considering the spirit of loosening legislative restrictions. The key research institutes can operate freely from the thinking of current legal restraints in organization and personnel systems, and establish a new model of university governance with innovative methods.