人類的生活在近年來越來越依賴資訊科技，而在資訊科技的背後，都需要有厚實專業基礎的資訊開發人員，也就是說，資訊科技的人力的需求在未來將會大幅增加。在其中有幾個值得討論的議題是，現階段高等教育的資訊專業技術，是否能滿足資訊產業的技術需求、其中是否有存在落差、而其落差程度有多少。本研究將從高等教育資訊科技的專業課程，以及近年來政府較為重視的科技產業的能力需求著手，透過美國ACM提出的資訊教育課程建議輔助，來探討這些問題：(1)高等教育提供的資訊科技專業課程，與科技產業的專業能力需求，存在的落差為何。(2)是否存在透過高等教育的課程的調整，來降低落差的方法。
    研究結果顯示：(1)高等教育提供的資訊科技專業課程與科技產業專業能力需求在方向上的落差不大，且其差異的存在僅因舊技術在產業界仍有需求但學術界已減少傳授相關技術的課程，亦或是新技術的課程及師資尚未到位，未能即時提供產業界專業人力。(2)要透過課程的調整來降低落差，對於舊技術而言是可行的，但仍傾向產業界自行將技術升級而不是一昧的向學術界要求過時的專業技術人力；對於新技術來說，礙於人才培育也需要一定的時間，學術界僅能從加速讓師資到位來盡可能縮小差距。

Human life has become more and more dependent on information technology in recent years. Behind information technology, information developers with a solid professional foundation are required. Which means, the demand for information technology manpower will increase significantly in the future. Among them, there are several issues worthy of discussion: whether the information technology of higher education can meet the technological needs of the information industry; whether there is a gap; and the extent of the gap.
  This research will start with the professional courses in higher education information communications and the professional competence of the technology industry that the government has paid more attention to in recent years, and explore these issues through the information education course recommendations proposed by ACM:
(1) What is the difference between the information technology courses offered by higher education and the professional ability requirements of the technology industry?
(2) Is there a way to reduce the gap by adjusting the curriculum of higher education.
  The research results show that: 
(1) There is not much difference in the direction of the demand for information technology courses offered by higher education and the professional ability of the technology industry, and the difference exists only because the industry still needs the use of old technology, but higher education has reduced the relevant technology courses in the curriculum; or new technology courses and teachers are not ready, and technical talents cannot be provided to the industry in real time.
(2) For the old technology, the gap can be reduced through the adjustment of the curriculum, but the industry still tends to upgrade the technology itself, rather than seeking outdated professional and technical personnel from the academic world; for new technology, Because talent cultivation also takes a certain amount of time, the academic community can only narrow the gap as much as possible by accelerating the preparation of teachers.

目錄
表目錄V
圖目錄V
第一章緒論1
第二章文獻探討3
2.1學用落差3
2.2資訊領域學程的現況4
2.3業界資訊能力需求現況10
2.4資訊科技人力市場現況12
第三章 研究方法15
3.1次級資料研究法15
3.2研究流程16
3.3研究對象18
3.4資料蒐集與彙整20
第四章研究分析與結果33
4.1學術界課程之比較分析33
4.2產業界能力需求之比較分析42
4.3學用落差整合分析49
第五章結論與建議57
5.1結論與建議57
5.2研究限制與未來研究59
參考文獻60

表目錄
=================================================
表1資訊相關基礎課程表7
表2資通訊相關產業彙整表11
表3資通訊產業人才運用問題統計表14
表4八校資訊管理課程彙整表21
表5八校資訊工程課程彙整表22
表6雲端巨量產業職務專業能力需求表24
表7雲端服務產業職務專業能力需求表24
表8資料服務產業職務專業能力需求表25
表9IC設計產業職務專業能力需求表26
表10通訊暨物聯網裝置與設備職務專業能力需求表27
表11IS2010課程領域內容主題列表28
表12CE2016課程領域內容主題列表30
表13資訊管理課程與IS2010課程建議內容對照表36
表14資訊工程課程與CE2016課程建議內容對照表40
表15資訊服務類職能與IS2010課程建議對照表42
表16資訊服務類職務與IS2010課程建議對照表45
表17資訊製造類職務與CE2010課程建議對照表46
表18資訊製造類職務與CE2010課程建議對照表 49
表19資訊管理課程開課率試算表 50
表20資訊服務類產業專業能力需求率試算表 51
表21資訊工程課程開課率試算表 52
表22科技製造類產業專業能力需求率試算表 53

圖目錄
=================================================
圖1資通訊科技歷年畢業生人數1
圖2研究流程架構圖17
圖3資訊管理學用落差示意圖51
圖4資訊工程學用落差示意圖54

中文文獻：
[1]1111人力銀行(2017/12/15)。職場學用落差調查。取自 https://www.1111.com.tw/news/surveyns.asp。
[2]王瓊慧、李世鴻(2007)，『IEET 認證規範AC2004 所訂核心能力對電機工程系畢業 生就業重要性之研究』，工程科技與教育學刊，第四卷，第四期，頁411-428。
[3]李明哲(2010)，『從「資訊家電」到「多媒體個人電腦」： 個人電腦從職場走入居家的話語研究』，資訊社會研究，第十八卷，頁373-400。
[4]林俊彥、陳幼珍(2017)。『縮小「學用落差」是產官學共同的責任』，臺灣教育評論月刊，第六卷，第八期，頁45-48。 
[5]翁康容、張峰彬(2011)，『高等教育擴張後學校到職場的轉銜：學用之間的反思』，社會科學論叢，第五卷，第一期，頁1-37
[6]教育部統計處(2017/8/7)。大專院校統計。取自https://stats.moe.gov.tw/。
[7]國際教育訊息電子報 第151期(2018/07/10)。大學院校應以更富前瞻性的教育方法，以滿足社會與學生的期待。取自 https://fepaper.naer.edu.tw/epaper.php?edm_no=151#no_7112。
[8]陳增娟、盧延根(2017)，『大專校院學用落差之問題與策略』，商業職業教育，第一百四十卷，頁20-26。
[9]楊振昇、蔡進雄、林念臻(2012)。國內外人才培育相關政策之比較分析研究。國家教育研究院。
[10]經濟部工業局，(2015) ，「2016-2018重點產業專業人才需求推估調查」。
[11]經濟部工業局，(2016) ，「2017-2019重點產業專業人才需求推估調查」。
[12]經濟部工業局，(2017) ，「2018-2020重點產業專業人才需求推估調查」。
[13]網管人(2018/5/31)。產業變革搶成IT人才荒，人力銀行揭供需真相。取自https://www.netadmin.com.tw/netadmin/zh-tw/trend/85E0F15EBDB9468D8C6260C810040CE0。
[14]劉欣宜(2005)，『全球化脈絡下大學擴充對高等教育資源分配之影響』，課程研究，第一卷，第一期，頁85-101。
[15]聯合新聞網(2018/06/26)。驚！ 全球人才短缺 台灣占地三...這三種缺最大。聯合新聞網。取自 https://udn.com/news/index?from=indexhouse。
[16]Michael Page (2019/03/21)。技術的未來：亞太地區科技業人才招募建議。取自 https://www.michaelpage.com.tw/zh/advice/management-advice/hiring/future-technology-advice-hiring-technology-asia-pacific。
[17]Stewart, D. W. and Kamins, M. A. (2000)，次級資料研究法。董旭英、黃儀娟(譯)，弘智文化，台北。(原著出版年﹕1992。)

英文文獻： 
[1]ACM, AIS, and IEEE-CS (2005). Computing Curricula 2005: The Overview Report. USA: Association for Computing Machinery.
[2]ACM and AIS (2010). ‘IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems’. USA: Association for Computing Machinery and Association for Information Systems.
[3]ACM and IEEE-CS (2013). ‘Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science’, USA: Association for Computing Machinery, doi:10.1145/2534860.
[4]ACM and IEEE-CS (2016). ‘Computer Engineering Curricula 2016: Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering’. USA: Association for Computing Machinery.
[5]ACM and IEEE-CS (2017). ‘Information Technology Curricula 2017: Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology’. USA: Association for Computing Machinery. doi: 10.1145/3173161
[6]Armbrust, M., Fox , A., Griffith, R., Joseph, A. D., Katz, R. H., Konwinski, A., Lee, G., Patterson, D. A., Rabkin, A., Stoica, I., and Zaharia, M. (2009). ‘Above the Clouds: A Berkeley View of Cloud Computing.’ Technical Report.
[7]Buyya, R., Yeo, CS., Venugopal, S., Broberg, J., and Brandic, I. (2009). ‘Cloud computing and emerging IT platforms: Vision, hype, and reality for delivering computing as the 5th utility.’ Future Generation Computer Systems, Vol. 25, No. 6, pp. 599-616.
[8]Daniel S. W. T., Liu, Y., Burlina, P., Xu, X., Bressler, MN. and Wong, T. Y. (2018). ‘AI for medical imaging goes deep.’, Nature Medicine, Vol. 24, No. 2, doi: 10.1038/s41591-018-0029-3.
[9]Desjardins R., ＆ Rubenson K. (2011), An Analysis of Skill Mismatch Using Direct Measures of Skills, OECD Education Working Papers,63, OECD Publishing.
[10]Galasi, P. (2008). The effect of educational mismatch on wages for 25 countries, Institute of Economics,Hungarian Academy of Sciences, Budapest, Working Papers on the Labour Market. 
[11]Hartog, J., (2000). ‘Over-education and earnings: Where are we and where should we go?’ Economics of Education Review, Vol. 19, pp. 131–147. 
[12]IEEE-CS and ACM (2014). ‘Software Engineering 2014: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering A Volume of the Computing Curricula Series’. USA: IEEE-Computer Society.
[13]Johnson, D. (2009). ‘Computing in the Clouds.’, Learning and Leading with Technology, Vol. 10, pp. 16-20.
[14]Koehler, P., Anandasivam, A., and Ma, D. (2010). ‘Cloud Services from a Consumer Perspective.’, Proceedings of the Sixteenth Americas Conference on Information Systems, Lima, Peru.
[15]Lee, C. K., and Han, H. J. (2008). ‘Analysis of Skills Requirement for Entry-Level Programmer/Analysts in Fortune 500 Corporations.’, Journal of Information Systems Education, Vol. 19, No. 1, pp. 17-27.
[16]Lee, D.M. S., Trauth, E., and Farwell, D. (1995). ‘Critical Skills and Knowledge Requirements of IS Professionals: A Joint Academic/Industry Investigation’, MIS Quarterly, Vol. 19, No. 3, pp. 313-340.
[17]Reder, S. (2009b). ‘Scaling up and moving in: Connecting social practices views to policies and programs in adult education.’, Literacy and Numeracy Studies, Vol. 16, No. 2, pp. 35-50.
[18]Robst, J. (2007). ‘Education and job match: The relatedness of college major and work.’, Economics of Education Review, 26(4), 397-407.
[19]Ryan, C., and Sinning, M. (2009). ‘Skill matches to job requirements.’, National Centre for Vocational Education Research, Australia, Research Report.
[20]Sawchuk, P.H. (2006). ‘Use-value and the re-thinking of skills, learning and the labour process.’, Journal of Industrial Relations, Vol. 48, No. 5, pp. 593-617.
[21]Vermesan, O., and Friess, P. (2013). ‘Internet of Things: Converging Technologies for Smart Environments and Integrated Ecosystems.’, Aalborg: River Publishers, ISBN: 978-87-92982-96-4.