典範科技大學推動國際化成效之研究

A Study on the Implementation of Internationalization at Model Universities of Science and Technology

張正彥(Cheng-Yen Chang)

指導教授 ： 閻自安

共同指導教授 ： 薛雅慈(Ya-Tsz Hsueh)

淡江大學/教育學院/教育政策與領導研究所碩士班/碩士(2018年)

https://doi.org/10.6846/TKU.2018.00717

摘要

本研究旨在探討我國典範科技大學推動國際化成效之研究，主要目的有五：一、 探討典範科技大學的沿革與理念；二、 探討典範科技大學推動國際化的現狀與推動策略；三、評估典範科技大學國際化的成效；四、探討影響典範科技大學國際化成效的差異化之成因；五、針對研究結果，提出相關改善的建議。
本研究首先透過文獻分析法進行相關的文獻探討，其次，進行12所典範科技大學與12所非典範科技大學國際化成效差異性比較。國際化成效之比較，以外國教師數 (O1)、外國學生數 (O2)、國際移動學生數 (O3)、國際論文數 (O4) 以及跨國合作校數 (O5) 五指標為主，分別進行威克生等級和檢定 (WRST)。最後，根據研究分析的結果，歸納如下結論：
1. 學生國際化來看:
(1)12所典範科技大學，正式修讀學位的外國學生總人數為9,341人，男性多於女性。外國學生人數最多的學校依序為國立臺灣科技大學、國立台北科技大學、國立屏東科技大學、私立的南台科技大學。就學位生來看，以碩士學位人數的3,999人最多，其次是學士學位的3,263人，博士生有2,060人，居第三名。
(2) 12所非典範科技大學，正式修讀學位的外國學生總人數為1,489人，男性多於女性。外國學生人數最多的學校依序為建國科技大學、聖約翰科技大學、嶺東科技大學、景文科技大學。就學位來看，以學士學位的1,357人最多，其次是碩士學位的126人，博士只有中臺科技大學、明志科技大學二校，招收博士生6人。

(3) 在吸引外國學生方面，典範科技大學優於非典範科技大學，兩類科技大學的外國學生數有顯著差異。
2. 教師國際化方面:
(1) 12所典範科技大學的外國教師總人數為79~65人。男性教師較多，是女性教師的3倍。其次就教師層級來看，以擔任助理教授的人數最多，講師居次；其下依次是副教授、其他；最少的是教授。
(2) 12所非典範科技大學的外國教師總人數為21~30人。男性教師多，是女性教師的4倍。其次就教師層級來看，以擔任講師的人數最多，助理教授居次；其下依次是其他、副教授；最少的是教授。
(3)在吸引外國教師方面，典範科技大學比非典範科技大學更吸引外國教師。
3.在國際移動方面，典範科技大學的出國學生數比非典範科技大學為多。
4.在國際學術論文發表方面，典範科技大學的國際論文數等級和檢定結果並優於非典範科技大學。
5.在跨國合作辦學方面，典範科技大學的國際合作數未優於非典範科技大學。
儘管跨國合作數仍相當有限, 典範科技大學目前累積的經驗仍有許多值得其他科技大學參考之處。

關鍵字

高等教育 ； 典範科技大學 ； 非典範科技大學 ； 國際化 ； 國際化成效

並列摘要

This study was conducted to analyze the implementation of internationalization at model universities of science and technology in Taiwan. There are five major purposes of this study: (1) To realize the development of internationalization at model universities of science and technology; (2) To explore the state quote of internationalization and strategies for internationalized implementation at model universities of science and technology; (3) To analyze the effect of implementation of internationalization at model universities of science and technology; (4) To verified the differences between the 12 model universities of science and technology and selected 12 non-model universities of science and technology; (5) To provide recommendations to promote the internationalization at universities of science and technology.
This study combined with various research methods, including literature reviews, Wilcoxon rank-sum test between the 12 model universities of science and technology and 12 non-model universities of science and technology. Five major indicators have been selected to compare which are international faculty (O1), international students (O2), student’s international mobility (O3), international publications (O4) and international cooperation programs (O5). Wilcoxon rank-sum test (WRST) has been conducted to test the listed indicators’ differences between model universities of science and technology and selected general universities of science and technology. Based on the research results, the major conclusions of this study are as follows:
1. Indicator of students’ internationalization:
(1) The total foreign students at 12 model universities of science and technology are 9,341, there are more attracted male students among the campuses. The top five model universities of science and technology with their numbers of foreign students are: National Taiwan University of Science and Technology, National Taipei University of Technology, National Pingtung University of Science and Technology, and then Southern Taiwan University of Science and Technology. With the academic degree purposes, the majority of 3,999 students are for master degree, the next is 3,263 foreign students are for B.A. degree, and 2,060 foreign students are for doctor degree.
(2) The foreign students in selected 12 non-model universities of science and technology are 1,489, the number of male students is bigger than that of female students. The top rankings of foreign students in selected non-model science and technology universities are as follows: Chienkuo technology university, St. John's University, Ling Tung university, Jinwen University of Science and Technology. For the academic degree purposes, the majority of 1,357 students are for B.A. degree, the next 126 students are for master degree, and for doctor degree purpose only 6 students enrolled at Central Taiwan University of Science and Technology and Ming Chi University of Technology.
(3) Regarding attracting foreign students, typically the performance of model universities of science and technology are better than non-model universities of science and technology.
2. Indicator of faculty’s internationalization:
(1) The number of foreign faculty at 12 model universities of science and technology are 79~65, the numbers of male faculty are 3 times bigger than that of females’. In regard to the academic degree holder, this study found most of foreign faculty are assistant professors, then lecturers, associate professors, others. The number of professors are limited.
(2) The foreign faculty numbers at 12 non-model universities of science and technology are 21~30, the number of male faculty are 4 times than that of females’. In regard to faculty's degree holder, most of recruitment are lecturers in the non-model universities of science and technology. Then, the assistant professor, others, associate professors and professors.
(3) Related to recruitment of foreign faculty, model universities of science and technology are usually attracted higher level of faculty than do the non-model universities of science and technology.
3. Indicator of international mobility:
Regarding the international mobility, the number of students study abroad in model universities of science and technology is bigger than that of non-model universities of science and technology.
4. Indicators of international published journal papers:
In the WRST, the result reveals the performance of model universities of science and technology are better than that of non-model universities of science and technology. But not reach the significant difference level of .01.
5. Indicators of international cooperation programs:
In the WRST, the result reveals the performance of model universities science and technology university did not over the non-model universities of science and technology. Because of current limited number of international cooperation programs.
Even though the international cooperation programs are very limited, the international experiences in model universities of science and technology can be implemented in other institute settings.

並列關鍵字

higher education ； model science and technology universities ； Internationalization ； effect of internationalization

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