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題名 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
A Comparative Study on Internationalized Curriculum Governance in Higher Education between English-speaking and Non-English-speaking Countries— Cases from one United States’ and one Taiwan’s University
作者 林俐
Lin, Li
貢獻者 侯永琪
林俐
Lin, Li
關鍵詞 課程國際化
國際化
高等教育
美國
台灣
Internationalized curriculum
Internationalization
Higher education
United States
Taiwan
日期 2020
上傳時間 3-Aug-2020 18:23:40 (UTC+8)
摘要 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。
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.
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描述 碩士
國立政治大學
教育學系
107152005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152005
資料類型 thesis
dc.contributor.advisor 侯永琪zh_TW
dc.contributor.author (Authors) 林俐zh_TW
dc.contributor.author (Authors) Lin, Lien_US
dc.creator (作者) 林俐zh_TW
dc.creator (作者) Lin, Lien_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 18:23:40 (UTC+8)-
dc.date.available 3-Aug-2020 18:23:40 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 18:23:40 (UTC+8)-
dc.identifier (Other Identifiers) G0107152005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131248-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 107152005zh_TW
dc.description.abstract (摘要) 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。zh_TW
dc.description.abstract (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.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 4
第三節 研究目的及待答問題 6
第四節 名詞釋義 7
第二章 文獻探討 8
第一節 高等教育國際化 8
第二節 高等教育學生流動與課程國際化 13
第三節 美國之高等教育國際化及課程國際化政策 24
第四節 台灣高等教育課程國際化與英語的角色 31
第三章 研究設計與實施 39
第一節 研究架構 39
第二節 研究對象與取樣方法 40
第三節 研究方法 44
第四節 研究步驟 46
第五節 研究工具 47
第六節 資料處理 48
第七節 研究倫理 49
第四章 結果與討論 50
第一節 美國S大學課程國際化觀點分析 50
第二節 台灣Ｃ大學課程國際化觀點分析 63
第三節 英語系與非英語系國家脈絡下兩所學校之比較 76
第五章 結論與建議 87
第一節 研究結論 87
第二節 研究建議 90
參考資料 94
附錄 99
附錄一 英文訪談同意書 99
附錄二 中文訪談同意書 100
附錄三 訪談大綱-教師（美國） 101
附錄四 訪談大綱-政策執行者（美國） 102
附錄五 訪談大綱－教師（台灣） 103
附錄六 訪談大綱－政策執行者（台灣） 104		zh_TW
dc.format.extent 7070713 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152005en_US
dc.subject (關鍵詞) 課程國際化zh_TW
dc.subject (關鍵詞) 國際化zh_TW
dc.subject (關鍵詞) 高等教育zh_TW
dc.subject (關鍵詞) 美國zh_TW
dc.subject (關鍵詞) 台灣zh_TW
dc.subject (關鍵詞) Internationalized curriculumen_US
dc.subject (關鍵詞) Internationalizationen_US
dc.subject (關鍵詞) Higher educationen_US
dc.subject (關鍵詞) United Statesen_US
dc.subject (關鍵詞) Taiwanen_US
dc.title (題名) 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zh_TW
dc.title (題名) A Comparative Study on Internationalized Curriculum Governance in Higher Education between English-speaking and Non-English-speaking Countries— Cases from one United States’ and one Taiwan’s Universityen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文部分
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dc.identifier.doi (DOI) 10.6814/NCCU202000867en_US