OECD推動高等教育國際化之政策研究

資訊科技的進步加速全球化發展，舉凡政治、經濟、文化等領域在全球化的影響下皆跨越國界成為各國共同關心的議題。國際組織身為一跨國界的團體，在國際社會中扮演重要角色；而OECD作為一經濟性國際組織，在促進會員國經濟發展的前提下投入教育相關研究，其中高等教育的國際化更被OECD視為一提升國家競爭力、促進經濟發展的重要議題。有鑑於此，本研究主要採用文件分析法，研究目的旨在從OECD組織立場，探討其推動高等教育國際化之相關政策分析。首先，探究組織的緣起及運作模式，藉此了解組織在制定高等教育國際化政策之機制及作法。其次，以組織立場釐清高等教育國際化相關意涵及推動之政策觀點。最後，分析OECD會員國高等教育國際化現況以檢視OECD高等教育國際化政策之影響力，並提供OECD會員國和非會員國（含台灣）發展高等教育國際化之反思。　　本研究從OECD推動高等教育國際化的四個政策觀點：能力建構、促進技術人力移民、增加稅收、和增進相互理解，分析其會員國推動高等教育國際化現況及可能面臨的風險。經過研究發現，以能力建構促進高等教育的國際化，為多數發展中國家所採取的手段，其政策所引發的爭論點主要在於一國高等教育品質保證系統該如何調整以因應不同的高等教育機構類型。而利用人力技術移民促進高等教育的國際化，主要為OECD中發展較好的國家所採行，然而此政策卻可能引發國家間人才流失的問題。以增加稅收為主的高等教育國際化是最具經濟性的政策觀點，研究發現英語系為主的已開發國家在此一政策上具有絕對的優勢，但政策中所隱含的教育服務貿易性質卻使得國家必須面對WTO- GATS框架中將教育視為一服務商品的相關規定。以相互理解促進高等教育國際化是各國推動高等教育改革最基礎的目標，其所引發的課程改革卻也是高等教育國際化最核心的議題。　　最後，本研究經由分析OECD推動高等教育國際化的政策以及其會員國推動高等教育國際化之現況，提出下述建議以提供OECD會員國及非會員國(含台灣)參考，發展各國之高等教育國際化：一國推動高等教育國際化首重國家政府與高等教育機構間的協調性；政府及高等教育機構應重視同儕學習及國際間的合作；政府及高等教育機構需制定長遠的計畫及目標，熟知本國在相關領域可展現的實力，了解本國推動高等教育國際化的動機以便準備好面對可能的挑戰。

關鍵字

高等教育國際化；跨國高等教育；高等教育政策； OECD教育政策

並列摘要

The advances in technology have accelerated globalization, which has a great impact on international politics, economy, and culture. Nowadays international organizations play an important role in the world. As an economic organization, OECD has encouraged educational research to help boost the economic development of its member states, and the internationalization of higher education is regarded by OECD as a means to elevate the competitiveness of its members. Due to this, documentary analyses are adopted in this study to explore the OECD policies of the internationalization of higher education. First, this study focuses on the origin and operation of OECD, and thereby presents how the organization has formulated the policies for the internationalization of higher education. Second, this study clarifies the concepts and approaches of internationalization of higher education. Finally, it attempts to evaluate the influence of OECD’s policies by examining the implementation of the policies in its member countries. Then, this study provides advice on the development of internationalization of higher education for OECD member states and other countries, including Taiwan. This study analyzes the present conditions of the internationalization of higher education in OECD’s member countries and the risks they face. The analysis is based on four approaches: capacity building, promotion of the highly skilled migration, revenue generating, and improvement of mutual understanding. According to research, the capacity building approach is taken by most developing countries, and the major controversy about this approach is how the quality assurance system of a country adjusts to different kinds of higher education institutions. The highly skilled migration approach is mainly adopted by well-developed member countries of OECD; however, this approach gives rise to brain drain. The revenue generating approach has the greatest profits and is a predominant policy in developed English-speaking countries. Nevertheless, the policy implies that educational services are equivalent to trade, which forces these countries to face the regulations of WTO-GATS, which takes education as a commodity. The mutual understanding approach is the basic purpose of the internationalization of higher education for all countries, and it leads to the curriculum reform, which is the core issue in the internationalization of higher education. Finally, after analyzing OECD’s policies and how they are implemented in OECD member countries, this paper offers suggestions as follows: 1.A country should put emphasis on the coordination between its government and its higher education institutions when promoting internationalization. 2.The government and the higher education institutions should value peer review and cooperation with other countries. 3.The government and the higher education institutions should set up sustainable programs and objectives, know how to exert their abilities in some related areas, and strengthen the motivation for internationalization of higher education to confront the possible future challenges.