在一般大學中要建立一個尊重原住民知識的學院，需要大學工作者與原住民族長者不斷地對話，而國外對於原住民高等教育的經驗較台灣為早，並且也具有系統性的規劃，其特色值得台灣原民探討。本文參考紐西蘭及澳洲六所高等教育機構的例子，發現具有「跨領域的研究中心及研究群」、「原住民學生支援」、「進階式的學習方式」、「原住民師資培育」、「線上課程整合平台」以及「社區兒童、青少年的志趣探索」等六種特色。將這些特色與東華大學原民院的表現參照比對，發現台灣原民院仍有可努力的空間。原民院已走向高等教育課程融入部落知識、設計跨院課程，也能規劃原住民學生支援的服務。還可進一步去思考什麼是符合台灣原民院的做法，逐漸地建構出屬於自己的特色。

To build up an indigenous knowledge system in higher education needs a lot of dialogues to form the cooperative mechanisms between the university and the tribes. This paper learns from six indigenous institutes of New Zealand and Australia in higher education to reform the courses in the College of Indigenous Studies (CIS) in Taiwan. We find six traits from the above foreign institutes such as: forming cross-field research groups and centers, providing services for indigenous students, advancing learning styles, cultivating indigenous teachers, integrating courses on-line and exploring interests for community children and the youth. The CIS is designing courses to teach in the tribes and from the college as the tribes. There are many programs forming both in the curriculum and extra-curriculum activities. Trying to find our own way and best strategies to reform the courses and enhance the cooperation between tribes and CIS.