本論文旨在探討台灣及澳洲高等教育機構中原住民中心（ICHE）的發展情形，聚焦於三個要素：創建政策、中心活動及其與社區的互動。研究方法包括對學術文獻及政策文件的綜述，並對原住民中心職員和原住民社區成員共九位受訪者進行訪談。所收集的數據在兩國間進行比較，並提出具體建議。
本論文首先探討這些中心的創建政策如何處理包容性、平等、多元化以及民族和解或轉型正義方面的推行情況，接著調查原住民中心所進行的具體活動及其表現評估，最後深入探討原住民中心與原住民社區之間的互動，著重於互動的領域、參與者的投入，以及這些互動對原住民學生、社區、文化及和解或轉型正義的益處。
訪談結果顯示，有必要透過「全民原教」的政策倡議，將平權行動重新定位為文化補償，以增進文化意識並強化社區參與。「返鄉活動」與「Homeland」則分別被認為是台灣和澳洲最成功的原住民中心活動，這也進一步顯現了推動文化意識及社區參與的重要性。
此研究有兩個主要貢獻：首先，對台灣與澳洲之間政府、大學與原住民社區的合作模式進行了比較分析。研究提出了一個系統性整合的合作模型，可提升原住民教育與文化保存的效果。其次，分析了台灣與澳洲原住民中心在大學組織架構中的設立位置。在台灣，原住民學生資源中心主要隸屬於學生事務處，屬功能性階層模式；而在澳洲，原住民主管，如原住民事務副校長，則嵌入在大學治理結構的最高層級，屬集中市場模型。這樣的原住民中心於大學組織結構的分析，能夠提供關於組織定位如何影響兩國ICHE效能的洞見。
本論文研究建議，大學、原住民社區和政府之間應該更系統化、整合性的合作，以進一步促進民族融合與轉型正義。台灣可以透過在大學內設立原住民行政副校長職位，借鑑澳洲的做法，提升合作及組織效能；而澳洲則可學習台灣的原住民保障名額制度，通過在議會中設立原住民保障席次，以加強政府與原住民社區的合作關係。這些建議的實施將有助於推進兩國的民族和解，並促進原住民學生及其社群的全面發展。
整體而言，本論文展示了高等教育機構原住民中心如何彌合原住民教育和文化上的鴻溝，促進社會正義，並支持原住民學生及其原住民社區的全面性發展。

This thesis investigates Indigenous Centres in Higher Education (ICHE) in Taiwan and Australia, focusing on the three elements: the guiding policies, centre activities and their community interaction. The research methods include a literature review of academic sources and policy documents, along with nine interviews conducted with ICHE staff and Indigenous community members. The collected data is then compared between two countries to provide targeted recommendations.
The study first explores how the guiding policies address inclusivity, equity, diversity, and reconciliation or transformative justice. It then investigates the specific activities conducted by ICHE and how their performance is assessed. Finally, the research delves into the interactions between ICHE and Indigenous communities, focusing on key areas of interaction, participant engagement, and the benefits to Indigenous students, communities, culture, and reconciliation or transformative justice.
Key findings from the interviews emphasize the need to reframe affirmative action as cultural compensation, promote cultural awareness, and enhance community engagement through the ‘Indigenous Education for All’ policy initiative. ‘Homecoming Action’ and ‘Homeland’ are identified as among the most successful centre activities, suggesting that promoting cultural awareness and community participation is crucial.
Two primary contributions are presented in this study. First, the study provides a comparative analysis of collaboration models between government, universities, and Indigenous communities in Taiwan and Australia. A systemic integrated collaboration model is proposed, aiming to enhance the effectiveness of Indigenous education and cultural preservation. Second, the study analyses the organizational placement of Indigenous Centres within university structures. In Taiwan, Indigenous Student Resource Centres are primarily placed under the Office of Student Affairs, following a functional hierarchy model, whereas in Australia, Indigenous leadership roles, such as Deputy Vice Chancellors, are embedded at the highest levels of university governance, reflecting a centralized market model. This structural analysis offers insights into how organizational positioning influences the effectiveness of ICHEs in both countries.
Recommendations include fostering more systemic, integrated collaboration among universities, Indigenous communities, and the government to further advance reconciliation. Taiwan could benefit from elevating Indigenous leadership within universities, potentially by introducing an Indigenous Executive Vice President role, emulating Australia's approach to strengthening collaboration and organizational effectiveness. Australia could similarly enhance collaboration by creating an Indigenous reserved seat in parliament, following Taiwan's example.
Overall, this study demonstrates how Indigenous Centres can bridge educational and cultural divides, promote social justice, and support Indigenous students and their communities.

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