大學教師的教學、研究與服務產出，攸關學生學習成效與國家整體競爭力。晚近，在政府與各校院普遍要求教師提高研究產出的政策下，探討大學教師的工作特質，特別具有新時代的意義。本研究利用高等教育教師普查結果，分析大學教師面對高研究期待下，在教學、研究和服務三大職責上的時間運用情形，研究結果發現，研究與授課的投入時間，兩者為負相關，意即授課較多的教師，花在研究的時間相對較少，而約30%的大學教師，兼負行政服務職。提高研究產出的政策並未使得不同類型大學校院的教師，職責投入狀況趨於一致，而大學校院類型的不同，高度關係著大學教師職責投入的變異。公立一般大學校院的教師，對研究的投入最高；私立技職大學校院的教師，研究時間投入最低，但在其他職責上的壓力最重。因此，本研究建議，大學校院的評鑑政策，應更著重校院類型的差異，因為更務實的政策，才能讓不同校院類型的教師，在不同工作職責的能量激發上，更有所聚焦、各展其才，高等教育整體的知識產出，也才能更豐富與多元。

Under the current progress of knowledge-based economy, the function of higher education impacts the long-term social and economic achievement of a nation more than ever. How college faculty members use their time does link to the final output of their institutions. How does most of faculty spend their time at their workplace? This research used empirical data from Taiwan Higher Education Database to uncover the insight of faculty’s working hours and how institutional diversity of university college affects the weight of faculty’s job structure. The results find time allocation of faculty showing significant deviation due to institutional type. In spite of facing a same high research stress placed by government in current years, faculty members in different types of university college are still unable to respond to the research demand in the same way. Accepting institutional diversity in policy-making and encouraging more focused job effort of faculty are recommended.