現行法規政策要求科技大學教師須進行產業研習或研究。本研究旨在評估該政策實施初期的效能，以及探究影響實施效能之因素，期能及時提出建議，以利政策之後續推動與持續改善。本研究以Van Meter和Van Horn (1975) 所提出之政策實施過程模式與六項影響因素為基礎，建構含政策實施效能及六項影響因素(政策目標、政策資源、學校與產業間之互動、學校特性、同儕支持、以及教師的意向)之概念模式。採用問卷蒐集北、中、南部科技大學316名專業教師意見，經獨立樣本t檢定、變異數分析、Pearson相關分析、驗證性因素分析(CFA)、及結構方程式(SEM)統計分析後，主要結論如下：(1)政策實施初期已見成效，但在提升研發品質效能需持續關注；(2)教師意向為影響政策實施初期效能之關鍵因素；(3)政策實施效能模式之內外在品質尚佳可為後續研究奠定良好基礎；(4) 本政策面臨法規彈性不足、教師負擔增加、恐有流於表面應付之慮。

The current legislative policy requires the faculty in universities of technology to gain work experience or conduct research in industries. In order to timely make suggestions for further implementation and continuous improvement of the policy, the purpose of this study was to evaluate the initial implementation effectiveness of the policy and investigate its influencing factors.
Based on the policy implementation process model and six influencing factors presented by Van Meter and Van Horn (1975), this study constructed a conceptual model comprising policy implementation effectiveness and its six influencing factors (policy objectives, policy resources, university-industry interaction, university’s characteristics, peer support, and faculty’s disposition). A questionnaire was developed to collect necessary data from 316 faculty members teaching professional or technical areas in universities of technology. The statistical analyses of collected data usedt-test, ANOVA, Pearson’s correlation, Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Consequently, the following conclusions are made: (1) The initial policy implementation effectiveness has been revealed, but the effectiveness of enhancing faculty’s R&D quality needs putting more efforts; (2) The key influencing factor is faculty’s disposition; (3) The conceptual model developed in this study has a good internal and external quality and can serve as a good foundation for further research studies; and (4) The current policy is lack of flexibility, increases faculty’s burdens, and may lead to perfunctory or superficial responses.

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