中國大陸技職院校師資人才引進之研究

Research on the Introduction of Teacher Talents in Technical and Vocational Colleges in Mainland China

本研究探討近年來，中國大陸在技職院校師資人才引進的主要政策與措施，因應中國大陸各個省、市皆存有不同的文化、族群、交通建設與經濟發展等差異性，造成人才引進政策與措施有所不同。因此，本研究僅聚焦在廣東省某所民辦高校為個案學校，並將個案學校化名為廣肇職業技術大學。另外，本研究選擇以廣肇職業技術大學為個案學校，主要是考量資料蒐集的完整性，因為三位訪談對象皆是跟研究者較為熟識的個案學校教師，所以存有一定程度的信任關係，較能提供詳盡完整的資料。本研究結果發現所探討的廣肇職業技術大學，將師資人才引進分成三個大面向，第一為台灣博士引進誘因，包含，高薪獎金待遇佳、交通便利返台方便、飲食氣候與台灣類似。第二為兼職教師引進策略，包含，靈活聘用特聘教授、校企聯合招聘、強化實務導向教學。第三為政策優待引進方針，包含，提供醫療保障政策、提供子女教育保障政策、提供旅遊休閒服務政策、提供交通運輸服務政策。最後，再依據本研究結果與討

This study examined the major policies and measures for the introduction of teaching talent in technical and vocational colleges in mainland China in recent years. Due to variations in culture, ethnicity, transportation infrastructure, and economic development across different provinces and municipalities in mainland China, the policies and measures for talent introduction differed. Therefore, this study focused solely on a private higher education institution in Guangdong Province as a case study, pseudonymously referred to as Guangzhao Vocational and Technical University. The selection of Guangzhao Vocational and Technical University as the case study was primarily based on the completeness of data collection, as the three interviewees were all instructors from the case institution who were well acquainted with the researcher, thus establishing a certain level of trust and enabling the provision of more detailed and comprehensive information. The findings of this study revealed that Guangzhao Vocational and Technical University categorized the introduction of teaching talent into three main aspects: First, incentives for introducing doctoral graduates from Taiwan, which included high salaries and attractive bonuses, convenient transportation for return trips to Taiwan, and similar dietary habits and climate to those in Taiwan. Second, strategies for introducing part-time instructors, which involved flexible appointments of specially invited professors, joint recruitment through industry-academia collaboration, and an enhanced practice-oriented teaching approach. Third, policy preferential measures for introduction, which encompassed providing medical security policies, educational security policies for children, tourism and leisure services, and transportation services. Finally, based on the results and discussions of this study, conclusions and recommendations were proposed.