日本高等教育導入「交叉契約制」深化產學合作之研究：以大阪大學為例 Cultivating University–Industrial Collaboration Through a Cross-Appointment System in Japanese Higher Education: A Case Study of Osaka University
摘要
日本近年在開放式創新的時代需求下，對於深化高等教育產學合作寄予高度的期待。日本政府自2010年代中期起鼓勵大學導入「交叉契約制」，作為促進產學人員流動的潛力機制。然而，由於該制度實施時日尚淺，又屬十分實務的領域，少有相關的學術研究，該制度在理 論上的意義尚未被探討。因此，本研究透過實施該制度的典範性案例大阪大學為個案，以產學合作之阻礙與促進相關理論及日本高等教育產學合作發展脈絡作為框架，透過個案研究法，蒐集相關人員訪談及文件資料，據以分析該校實施交叉契約制的脈絡及實務發展，探討 該制度在產學合作上的角色與意義。研究結果發現：一、交叉契約制形成一種新型態的「跨界者行動機制」，促使跨界行動者對產學雙方組織的認同與深度參與，進而產生研究的跨域創新。二、該制度的順利推行，有賴於學校產學合作文化、雙方先前合作經驗與相互信任關係，促成大學與企業間「產學融合」的深度鏈結，成為一種兼具「默契型」與「組織對組織型」的日本特色產學合作模式。三、交叉契約制擴大了外國籍、女性等多樣性人才的投入，有效促進研究環境的多元化，帶來多樣性刺激，形成跨域創新的場域。四、促進教師參與動機的配套措施仍面臨挑戰，這將是未來擴大更多教師參與時的重要議題。最後，本研究並提出對我國高等教育產學合作與人事制度創新的啟示。 To address needs for the open innovation and cultivation of university-industrial collaboration, the Japanese government has encouraged universities to integrate cross-appointment systems (CASs) into their personnel systems since the mid-2010s to promote technological innovation and technology transfer through the exchange of human resources between academia and industry. CASs facilitate the establishment of joint appointments, in which a faculty member or researcher can affiliate with both a university and a company (or other university/research institute) simultaneously by entering a collaborative contract. After entering a collaborative contract, a faculty member/researcher works for both institutions in a specific arrangement of work time and workload, which facilitates the cross-border exchange of human resources between academia and industry and, in turn, facilitates cross-border innovation. By entering a collaborative contract, a faculty member can understand the priorities and perspectives of the company, and researchers employed by the company can be trained to use state-of-the-art technology available in the university. In addition, the company may provide an attractive salary to the faculty member as an incentive to participate in university-industrial collaboration. Few studies have investigated CAS practices, and CASs have not been analyzed theoretically. Therefore, this study draws on the literature on barriers to an