亞洲是21世紀全球經濟重心的中心。而台灣一直是外商直接投資（FDI）的主要國家。隨著全球供應鏈的重整與東南亞國家的迅速崛起，目前政府正在積極推動新南行政策，將擴大與東協、南亞及紐、澳等國進行包括人才、資金、技術、文化、教育等的互動交流，創造互利共贏的新合作模式，逐步達成建立「經濟共同體意識」的目標。新南向政策的成功與否，人才來源是主要的關鍵，所以教育部配合政府發展，於2016年制定了新南向政策的人才發展規劃綱要，根據該政策的總體方針和新南向政策振興規劃（2017至2020年）。在人才培養方面，政策將推動學術界和產業界合作，旨在使台灣青年和海外華人了解南亞和東南亞國家的市場狀況、語言和文化等教育課程，俾強化南向政策的成功基礎。
本研究以在越南投資的台資企業為研究對象，探討政府 - 大學 - 產業（GUI）如何協作，方能支持南向策略下之人才培育。 研究理論採用三重螺旋模型（Triple-Helix Model）和懷爾德合作的因素清單的概念（Wilder Collaboration Factors Inventory）。藉由文獻回顧及觀察，及訪談利害關係人對於工作內容和工作環境的看法與感受。本研究提出南向政策下，協作性跨文化人才培育之可行架構。並利用質性研究的方法配合學者的理論基礎，將找出個案執行過程的三個階段分別的成功因素，期供政府機構與對跨文化協作有興趣的機構作為參考。

This study describes a government-university-industry (GUI) collaboration for producing Vietnamese middle managers for Taiwanese-invested plants in Vietnam. By using the concepts of the Triple Helix Model and the Wilder Collaboration Factors Inventory, a collaboration success measurement model is found, which provides a solid theoretical foundation for this study. The research framework is described from different viewpoints: the collaboration context viewpoint and the collaboration process viewpoint, which concerns itself with assessing the success of each stage in the case project. Data are collected from different sources and analyzed in different ways to provide the valid findings. Specifically, a review of the literature and observations of the case project are carried out to identify the contextual factors of the case project. Structured interviews are used during the implementation stage to elicit interviewees’ perceptions of and feelings about their work and work environment, so that the implementation success of the case project can be assured. Mail questionnaires are used at the post-project stage to track realized benefits of the case project. The case project could also serve as a lessons-learned for academia interested in cross-cultural training.
Keywords: Southbound Policy, Collaboration, Collaborative training project, Collaboration success factors, Triple Helix Model, Wilder Collaboration Factors Inventory.
Introduction
Asia is the global center of economic gravity in the 21st century. Taiwan has long been a major source of Foreign Direct Investment (FDI) for many New Southbound countries. The current administration of Taiwan is proactively promoting its New Southbound Policy to forge wide-ranging, mutually beneficial relationships with the 10 member countries of the Association of Southeast Asian Nations (ASEAN), six South Asian countries, New Zealand and Australia. Since human talent is the key to New Southbound Policy success, the Ministry of Education (MOE) has formulated a New Southbound Talent Development Program (2017-2020) based on that policy’s overall guidelines and the New Southbound Policy Promotion Plan.
In the early days, Taiwanese businesspeople investing abroad were attracted by the cheap land and labor. However, the host economy began to take off, its domestic market gradually expanded, and the desire to get a foothold in the domestic market became an important motivation for Taiwanese companies investing abroad. Taiwan’s SMEs suffer from a shortage of employees with strong foreign language skills and have insufficient experience with the international division of labor; when establishing production facilities overseas (Wang, 2004).
Due to cultural differences, clashes between Taiwanese and Vietnamese employees often take place. In the worst case, strikes by Vietnamese workers have been resulted. The need for cross-cultural Vietnamese middle managers has been voiced to Taiwan government by the Taiwanese-invested companies. Consequently, IDB launched an initiative to fund collaborative cross-cultural training projects that produce middle managers, native to the host countries, for Taiwanese-invested companies. Because this cross-cultural training initiative will continue for years to come, it is essential to understand the success factors of such kind of collaboration, benefits and challenges. The case project could serve as a lessons-learned for the management and academia interesting in cross-cultural training.
Theoretical Background
The cross-cultural training
Cross-cultural training has been defined as an educative process focused on promoting intercultural learning through the acquisition of behavioral, cognitive, and affective competencies required for effective interactions across diverse cultures (Landis & Brislin, 1996; Morris & Robie, 2001). Cross-cultural training differs from traditional training in that the focus is on attitudinal changes rather than on the acquisition of information (Bhagat & Prien, 1996).
The definition of collaboration
A definition of collaboration can be compounded by the interchangeable use of similar terms in educational practice. According to Czajkowski (2006), in order to study inter-organizational relationships in higher education it was important to differentiate the related terms cooperation, coordination and collaboration. Czajkowski elaborates upon the differences in meaning and use based on structure and formality (Hord, 1986; Mattessich, Murray-Close and Monsey, 2001). Various definitions and descriptions of collaboration have yielded the following key features, which are emphasized throughout the literature:
• Equal membership status
• Interaction in identifying and solving problems
• Shared goal setting and decision-making
• Shared roles in making and implementing plans
• Shared responsibility and accountability for outcomes
• Shared resources (time and expertise)
In this study, collaboration is defined as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals.
The Triple Helix model
The Triple Helix model of University-Industry-Government Relationship was first proposed by Etzkowitz from the United States and Leydesdorff from the Netherlands in 1995 (Leydesdorff and Etzkowitz, 1995). The Triple Helix model mainly describes the cooperative relationship among research institutions, industry and government in promoting innovation in the era of knowledge economy.
Contextual elements of collaboration in the literature
From a broad perspective, the seminal meta-analysis study of Mattesich, Murray-Close and Monsey (2001) examined hundreds of scientific studies and pinpointed 20 factors that have been shown time after time to make or break a group effort. Those factors fall into six dimensions: general environment, membership, structure and process, communication, purpose, and resources. Just as there are conditions for effective collaboration, there are also impediments to collaboration. Impediments or barriers can be broadly defined as any organizational or individual factor that gets in the way of a collaborative process or outcome (Klein, 2005).
Methodology
Case Description
The Industrial Technology R&D Master Program was approved as one work item in the 1st stage 3-year Project of the 2005 Economic Development Prospect (Industrial Manpower Package Project) in October, 2006. The goal of this project is to train 4,800 R&D masters during 2007-2009, which offers fall and spring programs every year, starting from 2007, and includes a total of 6 runs. The 6th Industrial Technology R&D Master Programs (Fall Semester of 2007) will resume government budget sponsorship. Meanwhile, the training fields expand from high tech industries (e.g., electronics and IT, materials, physics, precision machinery, etc.) into traditional industries (e.g., metals, conveyances, electric appliances, consumer goods and chemistry, etc.).
In response to the RFP, University S designated a professor from the Department of Information Management as project manager to prepare a proposal. She found two willing companies, hereafter called Company S and Company N, as industrial partners, and started to draw up a proposal. These companies hope to acquire a mix of Vietnamese middle managers with vastly different expertise: six in business administration, four in manufacturing, three in marketing, two in mechanical engineering, two in electrical engineering, one in chemical engineering, one in accounting, and even one in Chinese language. As to the desired expertise, college graduates in the corresponding majors will be recruited. The case project officially starts in February 2007 and continues until November 2009, but the training activities coincide with school years.
The research design
The research framework is described from different viewpoints: the collaboration context viewpoint and the collaboration process viewpoint. Different data collection instruments and procedures are used for different tasks. The software MAXQDA is used to analyze the data.
Results and Discussions
After analyzing the data, we figured out the success factors the collaboration among government, university, and industry. In addition, we also found out the problems that happened during the implementation of the program.
Limitations and Future Research
This research used a single case study to investigate success factors. For further study, we intend to collect more data from the other cases which similar features.

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