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題名 國際分校的政策、內部治理與學生跨文化學習體驗的比較研究 —以寧波諾丁漢大學、西交利物浦大學為個案
A Comparative Study of the Policies, Governance and Students’ Intercultural Learning Experience on International Branch Campus – Cases from University of Nottingham Ningbo China and Xi’an Jiaotong-Liverpool University作者 林琦
Lin, Qi貢獻者 侯永琪
Hou, Yung-Chi
林琦
Lin, Qi關鍵詞 跨境教育
國際分校
大學內部治理
融合-回應模式
跨文化敏感發展模式
Transnational education
International branch campus
University governance
Integration-Responsiveness Paradigm
The Development of Intercultural Sensitivity Model日期 2022 上傳時間 2-九月-2022 15:34:15 (UTC+8) 摘要 本研究以寧波諾丁漢大學、西交利物浦大學這兩所中國與英國合作的國際分校為個案，探討中、英兩國政策對國際分校成立與運行的影響；在跨國政策框架下，以「融合-回應」(I-R) 模式分析寧波諾丁漢大學、西交利物浦大學的內部治理；探討兩校學生的跨文化學習體驗，並採用跨文化敏感發展模式 (DMIS) 去分析兩校學生跨文化發展路徑。本研究採用質性研究，通過文件分析、深度訪談蒐集數據資料，以NVivo為輔助工具對數據資料進行分析。本研究發現：兩國政策在國際分校的成立與運作階段的規定有異同之處。若基於維護受教育者的權益、保持與提升國際分校的教育品質這一共同目標，兩國政策對國際分校的可持續發展是起推動作用。不過，兩國對國際分校的身份有不同的期許。中國政府希望國際分校融入本國高等教育系統，英國政府希望國際分校保有英國高等教育機構的特質，影響當地高等教育，擴展英國高等教育在國際上的影響力。由於合作的方式不同，個案學校的內部治理制度與文化也不同。寧波諾丁漢大學融合母校的程度要比西交利物浦大學高。西交利物浦大學的回應本地的程度總體較寧波諾丁漢大學高，因而擁有較高自主性，但在學術上受到母校更嚴格的監管。此外，兩校在學術上高度融合母校，使兩校具有相似的學術文化。在雙重政策面向下，個案學校發展出不同的身份，並且靈活運用不同的身份以實現不同的目標。寧諾與西浦具有相似的學術文化，因此兩校學生跨文化學習體驗是相似的。內部治理的不同之處並不會造成學生跨文化敏感發展路徑的偏離。一般而言，經過一段時間的學習，學生會從入學的「最小化」階段逐漸發展到「適應」階段，部分人文社科的學生甚至可以發展到「融合」階段。
The purposes of this study were threefold. First, the study aims at exploring the impacts of the policies of China and the United Kingdom over the establishment and operation of international branch campuses (IBCs). Second, taking two Sino-UK branch campuses: the University of Nottingham Ningbo China and the Xi’an Jiaotong-Liverpool University as cases, the study focuses on the IBCs’ governance by applying the dichotomy of global integration versus local responsiveness (I-R paradigm) under a cross-country policy framework. Third, the intercultural learning experience of the students and the path of their intercultural sensitivity development is analyzed with the Developmental Model of Intercultural Sensitivity (DMIS). The qualitative study applies two research methods to collect related data, including document analysis, and in-depth interviews methods. The major findings of this study are as follows:There is something in common in the IBCs polices related to the establishment and operation in China and UK in order to safeguard student learning outcomes and overall quality. Given the fact that the two countries had different expectations towards the identity of IBCs two cases were considered as Chinese institution from Chinese government’s perspectives while they were expected to maintain the UK characteristics from UK government’s perspectives.Due to the different cooperative modes, the two cases had different governance models. It was found that, the Xi’an Jiaotong-Liverpool University with a higher degree of responsiveness had more autonomy. Yet, it was strongly influenced by its home campus in terms of academic standards and the quality of programs. In general, the two universities had similar academic culture because of high degree of academic integration. Due to the different regulations and policies in two contexts, branch campuses are expected to develop different their own identities in a flexible manner in order to facilitate themselves to achieve the institutional goals.With similar academic culture, the students have similar learning experiences in the two universities. Generally speaking, the students in two cases were in the minimization stage when they were fresh men, and moved into adaptation stage after a period of time of study according to the DMIS theory. 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國立政治大學
教育學系
107152516資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152516 資料類型 thesis dc.contributor.advisor 侯永琪 zh_TW dc.contributor.advisor Hou, Yung-Chi en_US dc.contributor.author (作者) 林琦 zh_TW dc.contributor.author (作者) Lin, Qi en_US dc.creator (作者) 林琦 zh_TW dc.creator (作者) Lin, Qi en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-九月-2022 15:34:15 (UTC+8) - dc.date.available 2-九月-2022 15:34:15 (UTC+8) - dc.date.issued (上傳時間) 2-九月-2022 15:34:15 (UTC+8) - dc.identifier (其他 識別碼) G0107152516 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141777 - dc.description (描述) 博士 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) 107152516 zh_TW dc.description.abstract (摘要) 本研究以寧波諾丁漢大學、西交利物浦大學這兩所中國與英國合作的國際分校為個案，探討中、英兩國政策對國際分校成立與運行的影響；在跨國政策框架下，以「融合-回應」(I-R) 模式分析寧波諾丁漢大學、西交利物浦大學的內部治理；探討兩校學生的跨文化學習體驗，並採用跨文化敏感發展模式 (DMIS) 去分析兩校學生跨文化發展路徑。本研究採用質性研究，通過文件分析、深度訪談蒐集數據資料，以NVivo為輔助工具對數據資料進行分析。本研究發現：兩國政策在國際分校的成立與運作階段的規定有異同之處。若基於維護受教育者的權益、保持與提升國際分校的教育品質這一共同目標，兩國政策對國際分校的可持續發展是起推動作用。不過，兩國對國際分校的身份有不同的期許。中國政府希望國際分校融入本國高等教育系統，英國政府希望國際分校保有英國高等教育機構的特質，影響當地高等教育，擴展英國高等教育在國際上的影響力。由於合作的方式不同，個案學校的內部治理制度與文化也不同。寧波諾丁漢大學融合母校的程度要比西交利物浦大學高。西交利物浦大學的回應本地的程度總體較寧波諾丁漢大學高，因而擁有較高自主性，但在學術上受到母校更嚴格的監管。此外，兩校在學術上高度融合母校，使兩校具有相似的學術文化。在雙重政策面向下，個案學校發展出不同的身份，並且靈活運用不同的身份以實現不同的目標。寧諾與西浦具有相似的學術文化，因此兩校學生跨文化學習體驗是相似的。內部治理的不同之處並不會造成學生跨文化敏感發展路徑的偏離。一般而言，經過一段時間的學習，學生會從入學的「最小化」階段逐漸發展到「適應」階段，部分人文社科的學生甚至可以發展到「融合」階段。 zh_TW dc.description.abstract (摘要) The purposes of this study were threefold. First, the study aims at exploring the impacts of the policies of China and the United Kingdom over the establishment and operation of international branch campuses (IBCs). Second, taking two Sino-UK branch campuses: the University of Nottingham Ningbo China and the Xi’an Jiaotong-Liverpool University as cases, the study focuses on the IBCs’ governance by applying the dichotomy of global integration versus local responsiveness (I-R paradigm) under a cross-country policy framework. Third, the intercultural learning experience of the students and the path of their intercultural sensitivity development is analyzed with the Developmental Model of Intercultural Sensitivity (DMIS). The qualitative study applies two research methods to collect related data, including document analysis, and in-depth interviews methods. The major findings of this study are as follows:There is something in common in the IBCs polices related to the establishment and operation in China and UK in order to safeguard student learning outcomes and overall quality. Given the fact that the two countries had different expectations towards the identity of IBCs two cases were considered as Chinese institution from Chinese government’s perspectives while they were expected to maintain the UK characteristics from UK government’s perspectives.Due to the different cooperative modes, the two cases had different governance models. It was found that, the Xi’an Jiaotong-Liverpool University with a higher degree of responsiveness had more autonomy. Yet, it was strongly influenced by its home campus in terms of academic standards and the quality of programs. In general, the two universities had similar academic culture because of high degree of academic integration. Due to the different regulations and policies in two contexts, branch campuses are expected to develop different their own identities in a flexible manner in order to facilitate themselves to achieve the institutional goals.With similar academic culture, the students have similar learning experiences in the two universities. Generally speaking, the students in two cases were in the minimization stage when they were fresh men, and moved into adaptation stage after a period of time of study according to the DMIS theory. Moreover, the students in of humanities and social sciences can even move into integration stage further. 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 6第三節 研究目的與待答問題 8第四節 名詞釋義 9第二章 文獻探討 13第一節 高等教育國際化、跨境教育與國際分校的發展 13第二節 中國的高等教育國際化政策 33第三節 英國的高等教育國際化政策 65第四節 大學治理 98第五節 跨文化能力 107第六節 理論框架 114第三章 研究設計與實施 129第一節 研究架構 129第二節 研究對象 132第三節 研究方法 138第四節 研究步驟 144第五節 研究工具 146第六節 研究資料與分析 148第七節 研究侷限 154第八節 研究倫理 155第四章 研究發現 157第一節 國際分校的創建 157第二節 治理機構、管理模式與財務發展 176第三節 學術治理 193第四節 品質保證程序與學位認證 222第五節 學生的跨文化學習體驗 237第六節 綜合討論 296第五章 結論與研究建議 315第一節 結論 315第二節 研究建議 319參考文獻 323附 錄 345附錄一 教師訪談大綱 345附錄二 行政人員訪談大綱 346附錄三 學生訪談大綱 347附錄四 教師訪談邀請函 348附錄五 學生訪談邀請函 349附錄六 知情同意書 350 zh_TW dc.format.extent 5590201 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152516 en_US dc.subject (關鍵詞) 跨境教育 zh_TW dc.subject (關鍵詞) 國際分校 zh_TW dc.subject (關鍵詞) 大學內部治理 zh_TW dc.subject (關鍵詞) 融合-回應模式 zh_TW dc.subject (關鍵詞) 跨文化敏感發展模式 zh_TW dc.subject (關鍵詞) Transnational education en_US dc.subject (關鍵詞) International branch campus en_US dc.subject (關鍵詞) University governance en_US dc.subject (關鍵詞) Integration-Responsiveness Paradigm en_US dc.subject (關鍵詞) The Development of Intercultural Sensitivity Model en_US dc.title (題名) 國際分校的政策、內部治理與學生跨文化學習體驗的比較研究 —以寧波諾丁漢大學、西交利物浦大學為個案 zh_TW dc.title (題名) A Comparative Study of the Policies, Governance and Students’ Intercultural Learning Experience on International Branch Campus – Cases from University of Nottingham Ningbo China and Xi’an Jiaotong-Liverpool University en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 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