掌握高校人才目標定位與學生實際認知之間的“知行偏差”，是促高校分類改革、優化高校辦學、推動高等教育質量發展的有效助力。為此，本文通過對中國大陸地區東南沿海某發達城市的研究型大學和教學型大學（普通本科、獨立學院）進行案例研究，重點考察了不同類型高校在人才培養過程中所扮演的角色及其高校分類效果。通過對比學生對人才類型的自我評價，結果表明：研究型大學與教學型大學在學術型人才培養中的作用存在明顯的職能分工；在應用型人才培養上，研究型大學與獨立學院之間存在差異，但差距不明顯；普通本科的職能分工較為模糊。此外，基於逐步多元回歸分析結果， 建議大學應因校制宜，明確定位，找出教育過程中的不足。並結合學生特徵， 建設適合各校發展及定位的師資隊伍，加強對學生心理健康方面的支援及有效性干預。另外，在應用型人才培養上，發展不同層次的差異化教育，促進高校分類。

Understanding the gap between educational mission and students’ recognition helps to improve classification of colleges and universities. This paper focuses on the perception of functional differentiation in the process of human resource development, through a case study of research and teaching type universities in southeast Mainland China. By comparing students’ self-evaluation of the target talents, it was clarified that there is a clear dichotomy between the research and the teaching university in terms of academic human resource development. Regarding holistic human resource development, there is difference between the research university and independent college, but the gap is not obvious. Comparatively, the role of the general university is not clear. Moreover, based on step multiple regression analysis, it emerged that appropriate education and student support are of vital importance to human resource development. Based on these results, it is suggested that universities should identify deficiencies in the educational process. Quality assurance and differentiation of holistic human resource development remains an important and necessary part for classifying colleges and universities, that warrants further consideration.