本研究以一所正經歷大學轉型歷程的臺灣境外大學為對象，訪談該校22位教師對學習評量的看法、做法及互動情形，並從教師的看法、做法及互動情形分析出案例大學的教師文化特徵及影響教師文化的因素。研究發現案例大學的教師文化具有「多樣性」、「學科專業取向」、「知行合一」、「內隱衝突」、「個人主義」、「調適務實」及「任務型互動」等特徵，且以「個人主義」為核心。本研究也發現「學術自由及大學排名的國際氛圍」、「學校的傳統、目標、政策、政策執行者、環境及同事」、「參與專業團體認證」、「教師的學習經驗、教學經驗、學科背景及專業發展」是影響案例大學教師文化的因素。研究結果建議大學轉型應了解教師的「個人主義」特徵，創造更多互動及合作的機會，促進行為模式與價值觀的改變，以建構符合大學轉型願景與目標的「知行合一」教師文化。

This study interviewed 22 teachers and administrative leaders of a university outside Taiwan that is undergoing a university transformation process. Based on the interview data, the characteristics and the influencing factors of teachers’ culture were analyzed by employing qualitative and quantitative methods. This study found that ‘diversity’, ‘professional discipline orientation’, ‘integration of knowledge and action’, ‘implicit conflict’, ‘individualism’, ‘adjustment and pragmatism’ and ‘task-type interaction’ were the main characteristics of the teacher’s culture. Among them, ‘individualism’ played the core role. The study also found that ‘the academic freedom and the international atmosphere of university rankings’, ‘school traditions, goals, policies, policy implementers, environment and colleagues’, ‘participation in professional accredit body for certification’, ‘teachers' learning experience, teaching experience, disciplines, background and professional development’ were factors that influence teachers’ culture. The results suggested that administrators of the universities under transformation should be aware of the ‘individualism’ characteristic of teachers and take actions to create more opportunities for interaction and cooperation to promote changes in teachers’ behaviors and values to construct teachers’ culture of “integration of knowledge and practice” and which was consistent with the vision and goals of university transformation.