本研究旨在建構我國高等教育學務人員專業能力指標，並依據建構之指標形成問卷以探討我國大學校院學務人員對專業能力指標重要程度與符合程度的認知。首先歸納分析美國高等教育學生事務相關的重要文獻、報告書與實證研究，以形成本研究指標建構初稿。其次透過焦點團體與二回德懷術專家意見調查，建構出學務人員十個專業能力面向（諮詢與助人技巧、資訊蒐集與分析應用、多元文化能力、人力與組織資源管理、領導能力、學務工作價值理解、法規／政策與治理、專業倫理、學生學習與發展促進與個人素養）以及82項指標。
在實證調查階段，依本研究建構之專業能力指標，自編「高等教育學務人員專業能力指標調查問卷」，並以分層隨機抽樣全國49所大學校院780名學務人員（包含中階主管與一般學務人員），最後獲得有效問卷708份，有效問卷回收率達到90.8%。經統計分析獲得結論如下：
一、學務人員知覺專業能力面向最重要與最符合前五項皆為：諮詢與助人技巧、個人素養、多元文化能力、專業倫理以及資訊蒐集與分析應用，惟排序略有不同。
二、現職、教育背景、輪調經驗、學校類型與學生人數等變項，對學務人員專業能力重要度知覺有顯著差異
三、現職、學歷、性別、教育背景、服務組別、年資與學校類型等變項，對學務人員專業能力符合程度知覺有顯著差異。
四、個人背景（學歷、年資、教育背景、現職、性別）與整體專業能力重要度知覺變項，對學務人員專業能力符合程度比較具解釋力，至於學校環境變項，僅學校類型較具解釋力。　　
五、個人背景、學校環境與整體專業能力重要度三區組階層迴規模式，對學務人員專業能力符合程度之總解釋力自19.3%到32%之間。
最後本研究針對學務人員、大學校院學生事務處、學生事務專業學會、教育行政主管機關，以及未來研究等五方面提出具體建議。

The study aims to construct a set of professional competency indicators of higher education student affairs practitioners in Taiwan. Based on these indicators, the researcher also explored the awareness of the importance and compliance of the professional competency indicators for the student affairs practitioners. First, this study is to apply the inductive analysis of important documents including reports and empirical researches related to higher education student affairs to formulate the draft of the indicator construction. Secondly, through focus groups and the Delphi technique experts’ opinions survey on these indicators, this study generalized 10 dimensions and 82 competency indicators. The 10 dimensions of professional competency is Consulting and Helping skills, Information Collection and Analysis Applications, Cultural Diversity, Human Resources & Organizational Resources Management, Leadership, Student Affairs Values, Law/ Policy & Governance, Professional Ethics, Student Learning & Development, Personal Qualities.
At the empirical research stage, a total of 780 questionnaires of “ Professional Competency Indicators of Student Affairs Practitioners in Higher Education” were responded by 708 student affairs practitioners from 49 universities and colleges, the overall response rate reached 90.8%. Data was analyzed with statistics and obtained the following conclusions:
1.The top 5 importance and compliance of professional competency for student affairs practitioners are Consulting and Helping Skills, Personal Qualities, Cultural Diversity, Professional Ethics, Information Collection and Analysis Applications.
2.There are significant differences in the perception of the importance for the professional competency of the student affairs practitioners from the variables current position, educational background, rotation experience, school type and student number and etc..
3.There are significant differences in the perception of compliance for the professional competency of the student affairs practitioners from the variables current position, education level, gender, educational background, divisions in student affairs, seniority, school type and etc..
4.Demographic variables (including education level, seniority, educational background, position and gender) and the variable of the overall perception to professional competency importance is more explanatory capability than the degree of compliance to the professional competency. As the school environment variables, only school type is the more explanatory capability.
5.Three block hierarchical regression model with the demographic variables, school environment variables, and overall perception for the professional competency importance, to the professional competency of the student affairs practitioners compliance perception, the total explanatory capability was between 19.3% and 32%.
Based upon the finding, this study provided recommendations to student affairs practitioners, office of student affairs, student affairs professional societies, education administrations and organizations and future research plans.

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