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Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/121404


Title: A Comparative Study of International Branch Campuses in Four Asian Nations: Policy and Developmental Model
亞洲四國引進國外大學設立海外分校之研究:政策與發展模式
Authors: 侯永琪
Hou, Angela Yung-Chi
Contributors: 教育學院
Keywords: higher education internationalization;international branch campuses;receiver and provider;transnational higher education
高等教育國際化;國外設立分校;接受國與輸出國;跨國高等教育
Date: 2016-02
Issue Date: 2018-12-17 17:23:54 (UTC+8)
Abstract: The Asia-Pacific Region stands at the forefront of international branch campuses (IBCs). American and European universities export higher education globally, especially to Asia. This study aims to compare background, governmental policy, strategies and developmental models of the IBCs in four Asian countries, namely Malaysia, Singapore, China and South Korea via case study and comparative approach. Data were collected by means of interviews, focus group, and document analysis. Results of the study indicate that polices and developmental models vary in the four nations due to different contexts and cultures. All of the four countries deregulated educational laws in order to attract foreign universities to set up IBCs. Different from the other three nations, Korea provided lands and the first-five-year funding for IBCs establishment. Curricula and programs in IBCs are adjusted to the local needs in Malaysia and China, while those in Singapore and Korea are the same as at home country.
歐美、澳洲大學紛紛至亞洲建立海外校園,近年來發展十分快速,東亞各國之中,尤以中國、馬來西亞、新加坡與南韓接收海外分校的數量最多。本研究運用個案分析法以及比較研究法,分析東亞四國(中、馬、新、韓)引進海外分校的背景、政府政策、投資設立,以及運作模式。資料蒐集方法包括文件分析、專家訪談及焦點座談。研究結果發現,四國政府採用不同模式引進海外分校,但都提供多項誘因,其中四國都施行教育法規的鬆綁,但僅有南韓政府投入龐大資金,提供設校土地與硬體建設,以及供營運前五年所需經費。海外分校主要的經費來源,南韓完全由政府負擔,其他國家則與當地的企業合作。在課程發展上,中國與馬來西亞是依照當地的需求調整課程,而新加坡與南韓則強調課程與校本部相同。
Relation: Education Policy Forum, Vol.19, No.1, pp.1-33
教育政策論壇
Data Type: article
Appears in Collections:[Department of Education] Periodical Articles

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