人才培力，是性別主流化核心的一環。如何培養出具備性別平等意識的各種人才，是校園推動性別主流化的成敗關鍵；其中，對於學校職員的性別意識培力更是不可或缺的一部分，但卻也是過往較少受到關注與發展之處。本研究主張，高教職員是校園推動性別主流化、落實性別平等的關鍵行動者；透過培力職員的性別意識與知能，方能有效促進性別主流化在校園裡的紮根與落實。因此，本研究以高雄醫學大學為研究場域，以質性取向固定樣本研究，透過問卷調查與半結構深度訪談進行資料搜集，探究高教職員性別主流化培力教育課程之學習成效，審視反思教育訓練課程與教學，並以此作為大學職員性別培力課程與教學實施之參考。本研究發現，系統性的課程設計及作好制度獎勵配套措施，是提高職員學習動機和參與意願的基本要件。其次，成功的性別培力課程與內容須具備「相關性」、「切身性」，以及涵納「性別特定」觀點。高教職員的性別主流化課程不只著重認知層面的學習，還需有態度改變與實際行動參與的設計，方能讓職員有參與感、認同感及體認改變的可能。最後，根據研究發現，本研究提出高教職員性別主流化培力教育課程之建議。

Cultivating the gender consciousness of university administrative staff members is crucial for gender mainstreaming at universities. Administrative staff members of higher education institutions are key agents for promoting gender mainstreaming and implementing gender equality on campuses. This study adopted a qualitative panel design using questionnaires and semistructured in-depth interviews to investigate administrative staff members’ learning outcomes from a gender mainstreaming curriculum at Kaohsiung Medical University and subsequently reflected on this educational training. The results indicate that implementing a systematic curriculum and offering rewards are fundamental elements for promoting learning motivation. Moreover, a successful gender mainstreaming curriculum must be relevant and possess a gender-specific perspective. Empowering administrative staff members through education with a gender mainstreaming curriculum emphasizes cognitive learning, attitude alteration and active participation. Basis on these research findings, several suggestions are proposed for gender mainstreaming curricula for university administrative staff.