英語系與非英語系國家高等教育課程國際化治理之比較—以美國與台灣之大學為例

在全球化的強烈衝擊下，國際化成為各個高等教育機構最重視的發展項目之一，其中課程的國際化更在近年逐漸受到重視。此篇研究將探討英語系與非英語系國家在高等教育課程國際化治理上的發展，以美國與台灣兩所大學作為主要研究對象，由政策執行者及教師的角度出發，了解兩校在課程國際化中四個向度：學校國際化政策、行政支援、計畫發展與課程發展的現況及異同。此外，由於研究對象分別來自英語系與非英語系國家，此篇研究也將特別探討授課語言（英語）在課程國際化所扮演的角色及其所帶來的影響。藉由探討以上五個向度，期望深入了解兩個學校所屬的框架背景，並進行分析討論。研究結果發現兩校在課程國際化方面都已有相當程度的發展。就四個向度而言，兩校特別在學校國際化政策及課程發展部分有良好的成果；而行政支持及計畫發展部分，則需要更多的資源及更完善的評量機制。此外，兩校分屬英語系及非英語系國家的不同語言文化脈絡，也形成其在課程國際化發展中面對不同的挑戰，如台灣因為非英語系國家而面臨的語言問題；以及美國作為英語系國家面臨的單一文化背景問題，如此差異性最終導致其課程國際化不同的發展路徑。

關鍵字

課程國際化；國際化；高等教育；美國；台灣

並列摘要

As the unstoppable trend of globalization, internationalization has become a core-developing issue in all higher education institution around the world. Among all those trends, internationalized curriculum has been brought into focus in recent years. This study attempts to compare the different developmental process of internationalized curriculum between English-speaking and non-English-speaking countries by using the cases of two research universities in the United States and Taiwan. Policy makers and faculty members will be interviewed based on The Best Practice Framework, including four major dimensions— university policy, regulation and administrative support, program development, and curriculum design. The use of instructional language in these courses will also be discussed as an important factor while comparing English-speaking and non-English-speaking contexts. There are several findings in the study. First, both case universities have different levels of development in terms of internationalized curriculum according to the four dimensions. On one hand, two universities have clear policies over university internationalization and curriculum development; on the other hand, more resources and a well-developed evaluation system are needed when it comes to regulation and administrative support. Second, the issues of instructional language and cultural contexts have brought them different challenges. For example, Taiwan case encountered the paradox in the use of local and English instructional languages. In contrast, US case needed to managed the issue of homogeneity in culture. The challenges encountered by both cases respectively would lead to different paths for internationalized curriculum in their contexts.