高等教育的国际合作对于促进中泰两国社会发展、提升两国知识和经济竞争力、增强两国的国际关系，都至关重要。中国“一带一路”倡议与“泰国4.0”战略都在一定程度上扩大了两国的国际合作，并为教育领域的合作提供了新的动力，开创了新的机会。尽管当前已有很多关于国际合作领域的研究文献，但是很少有研究聚焦于中泰两国的教育合作，尤其缺乏关于两国教育合作的系统研究。研究中泰高等教育合作机制及其成效，对于提升两国合作的创新性和可持续性，具有重要的学术价值和实践意义。因此，本研究探讨了推动中泰高等教育在科学、技术及创新方面的合作机制，并进一步探索了现有合作机制的成效以及影响现有合作机制成效的因素。

论文采用质性研究方法，以文献研究和利益相关者访谈为主，研究中泰高等教育合作机制及其成效问题。论文基于克拉克的高等教育体系理论和斯梅尔瑟的知识国际化理论，构建了由四个要素和四个指标组成的中泰两国高等教育合作机制分析框架。论文通过目的抽样的方法从中泰两国政府、高校和企业代表性人群中选取25名参与者进行了线上或线下的半结构化访谈。然后论文采用三角验证的研究策略，并通过两次循环编码对数据进行分组和类型分析。

通过研究，论文得出以下几点结论：第一，推动中泰高等教育科技创新合作的现有机制包括签订中泰政府合作协议，制定学术机构合作战略和实施方案，搭建高效师生联盟协会，构建校企合作伙伴关系。第二，现有合作机制的特点在于通过教育交流与合作促进中泰两国间的相互了解，以提升教育质量和声誉为核心促进合作战略和方案的实施，致力于为师生个人学习和工作经验、技术和就业能力等方面的发展提供教育机会，通过教育活动的多样性吸引多方利益相关者尤其是中泰两国的工商业组织的参与。第三，实践表明现有合作机制是有效的，主要表现在中泰两国政府和高校共同制定各自的战略和规划，合作机制透明公开且各方差异化共存；监管聚焦在国家合作成果、发展进程及满足利益相关者的期望，各方成员利益均被考虑，参与意愿强，满意度高。第四，中泰两国高等教育合作机制仍面临组织体制差异、活动预算和机会有限、合作程序复杂、合作可持续性差等挑战和问题。第五，影响现有机制成效的因素很多，主要包括合作方的权威性及合作的灵活性，责任共担、信息共享，共同规划、结果导向，满意度和支持性环境等。

基于以上结论，论文对进一步完善中泰两国高等教育合作机制提出以下建议：第一，合作机制应将灵活的合作框架、责任共担作为重点，关注合作项目质量；第二，鉴于合作框架的关键在于授权高校共同制定和监管，应提倡利益相关者共同参与制定，以确保所有成员的责任和利益；第三，应以合作项目质量为核心，着力提升学习者的知识、技能和满意度。

International cooperation in higher education is crucial for China and Thailand to develop society, improve knowledge, increase economic competitiveness, and strengthen the international relationship. The Belt and Road Initiative and Thailand 4.0 strategy have relatively expanded the cooperation creating new dynamics and opportunities in the education field. Although there is literature on international cooperation, few focus on China and Thailand's context. Specifically, there is a lack of explicit direction and systemic study of cooperation between these two countries. A study on the mechanisms and effectiveness of higher education cooperation between China and Thailand is necessary to promote innovative and sustainable cooperation. In this regard, this research examines the mechanism and characteristic that drives China-Thailand higher education cooperation in science, technology, and innovation (STI). The study also examines effectiveness, challenge, and factor that affect the existing mechanism.

The qualitative approach was adopted, particularly the desk research and stakeholder interview methods. Based on Clark’s theory of the higher education system and Smelser’s theory of internationalization of knowledge, this study developed the higher education cooperation mechanism analysis framework, composed of four elements and four indicators addressing the research questions. Twenty-five participants were interviewed through offline and online semi-structured interviews. Random purposive and criterion samplings were used to select representatives from the government, university, teachers, students, and entrepreneurs from China and Thailand. The data source triangulation was employed. Two coding cycles were applied to define categories and themes.

As a result, the study drew five conclusions. Firstly, the existing mechanisms driving China-Thailand higher education cooperation in STI included the agreement on the cooperation of Chinese and Thai governments, strategies and action plans of academic institutions, student and teacher associations, and academic-industry partnership. Secondly, the existing mechanisms were characterized by promoting diplomacy and country development, improving education quality and reputation, providing education opportunities for individual development, and fostering diversity of engagement and education activity. Thirdly, the practices showed that the existing mechanisms are effective because of the collaborative strategy and plan, transparent and accountable cooperation, results-focused monitoring, and strong public-private partnership. Fourthly, the existing mechanisms of China and Thailand cooperation in higher education faced challenges, such as the different organizational systems, limited budget and opportunity, complicated cooperation agenda, and inconsistent cooperation. Fifthly, there were several factors that influence the effectiveness of the existing mechanism, including the authority and flexibility in cooperation, responsibility and available information, co-developed plan and results-oriented action, and satisfaction and supportive environment.

Based on the conclusions, the study puts forward suggestions for improving the mechanisms of China and Thailand cooperation in higher education. Firstly, the mechanism should focus on a flexible cooperation framework, mutual accountability, and quality of cooperation projects. Secondly, stakeholder engagement should be advocated to ensure the responsibility and benefits for all. Thirdly, the quality of programs should raise learners’ knowledge, skill, and satisfaction.